Ghana National Community Health Worker Training Manual Module 2

Transcription

Republic of Ghana,
Ministry of Health
Ghana National Community Health
Worker Training Manual
Module 2: Community-Based Care
Participant’s Manual
1
© World Vision International and Ghana Ministry of Health/Ghana Health Service, 2015
All rights reserved. No portion of this publication may be reproduced in any form, except for brief excerpts
in reviews, without prior permission of the Ministry of Health, Ghana and World Vision International.
WVI/GMOH would appreciate receiving details of any use made of this material in training, research or
programme design, implementation or evaluation. For further information about this publication, or for
additional copies of this publication, please contact the Ministry of Health, Dr Kwesi Asabir,
[email protected].
2
Foreword by the Minister of Health, Ghana
Today's global health picture is one of great diversity, with life's chances and health's inequities sharply polarized. Poverty
and inequality are both causes and symptoms of the crisis in health. Average life expectancy in many societies is less than
half that of the privileged. And the gaps are widening. The wealthy continue to enjoy longevity up to and beyond 80
years, but life expectancy at birth is less than 40 in more than a dozen countries, nearly all in sub-Saharan Africa.
The Ministry of Health (MoH) focuses on strengthening Community-based Health Systems. In view of this, the
Community-based Health Planning and Services (CHPS) Policy has been formulated to guide interventions that will
facilitate the achievement of good health and wellbeing of the people living in Ghana in line with the Sustainable
Development Goal (SDG) three (3). As part of one of the interventions to strengthen CHPS, the Ministry of Health and
World Vision Ghana developed the Roadmap of Ghana Community Health Worker Program and specifically the
development of a comprehensive curriculum, training manuals, facilitators guide and a robust monitoring and evaluation
tools for Community Health Workers (CHWs).
Ghana has made gains in the area of life expectancy by improving from 59.19 in 2006 to 62.89 in 2013 according to the
latest World Health Organization data published in 2013. Making healthcare accessible at the community level and
especially at the hard-to-reach areas will further enhance the life expectancy of the people living in Ghana in the years
to come. An investment in the nation's Community Health Workers (CHW) will make it possible the science-based
health revolution of previous years. Today's crisis reflects both new and resurgent diseases as well as neglect of
human resources in the health sector, so critical for effective response. At the frontline of human survival in affected
communities, we see overburdened and overstressed health workers, few in number and without the support they
so badly need, losing the fight. Many are collapsing under the strain, many are dying or retiring and above all, many are
seeking a better life and a more rewarding work environment by leaving for well-endowed communities.
Even so, dedicated health workers across the country demonstrate social commitment and purpose far beyond the call
of duty. And their steadfast motivation is finally being matched by new health priorities and greater financial allocations
for the sector. Resources, though still far from adequate, are being obtained and with the support of our donor partners
such as the World Vision International, we are scaling up the Community Health Worker Programme with the
introduction of these Training Manuals for facilitators, CHWs and our cherished clients. These initiatives hold much
promise. We now know that CHWs and CHVs can play a crucial role in broadening access and coverage of health services
in remote areas and can undertake actions that would lead to improved health outcomes. To be successful on a large
scale, CHW training programmes have carefully been planned, funding has been secured and government has taken active
leadership and community support. To carry out their tasks successfully, CHWs need regular training and supervision
and reliable logistical support. CHWs represent an important health resource whose potential m providing and extending
a basic health care to underserved populations can be fully exploited.
The Ghana Community Health Worker (GhCHW) Programme Participant and Facilitator Modules are designed to
strengthen the Community Health System in Ghana and also to facilitate Universal Health Coverage. New teaching aid
to staff and community health workers now exist. The promise will be realized only when the health worker is
enlightened. These modules therefore are created to enlightened both the facilitators and CHWs.
The Training Modules are designed for self-learning as well as sharing in professional development settings to increase
the understanding of facilitators, volunteers and the clients. The Modules are designed by trained, experience and
dedicated professionals. These training modules are designed to be a component of comprehensive professional
development that includes supplementary coaching and ongoing support. The Facilitator's Guide, which is a companion
to all the training modules, is designed to assist facilitators in delivering the training modules for CHWs. These manuals
if well implemented, will bring about further improvement in health delivery in our deprived communities.
Alexander Segbefia Minister of Health
3
Statement by World Vision International in Ghana
World Vision recognizes the efforts of the government, through the Ministry of Health and the Ghana Health
Service, to improve maternal and child health, especially in rural communities. Government’s policies and
strategies on maternal and child health have resulted in declining child mortality rates over the years. This
decline notwithstanding, the Ghana Demographic and Health Survey of 2014 estimate infant mortality rate to
be 41 deaths per 1,000 live births and under-5 mortality to be slightly higher at 60 deaths per 1,000 live births.
At these levels, one in every 24 Ghanaian children dies before reaching age 1, and one in every 17 does not
survive to his or her fifth birthday. Under-5 mortality is highest in the Northern, Upper West, and Ashanti
regions of Ghana.
World Vision commends the government on its commitment to establish more Community-based Health
Planning and Services (CHPS) zones across the country and the deployment of additional trained midwives
and nurses to these zones to provide health care for mothers and children, and by so doing, contribute to the
reduction of preventable maternal and child deaths, especially in the rural areas of our country.
World Vision aspires, in partnership with the Church and the government, to ensure that children enjoy good
health and are cared for, protected and participate in community life. Our health and nutrition interventions
have over the past 36 years complimented the priorities of the District Health Management Teams (DHMTs)
of the Ghana Health Service (GHS) at the district level and have been in alignment with Government’s policies
and strategies. World Vision has a long term commitment with the Ministry of Health, Ghana Health Service,
and civil society coalitions on health, hygiene, water, sanitation, nutrition and child protection, to leverage our
experience and expertise to collectively address child deaths from preventable causes. Our sponsorship of the
development of a comprehensive curriculum and training material for the training of Community Health
Workers (CHWs) under the Ghana Community Health Programme signifies the importance World Vision
attaches to this initiative, which in our estimation, will contribute significantly to reduce preventable child
deaths. This cadre of community health workers will deliver preventive and curative services at the household
level especially in the hard-to-reach areas. World Vision Ghana, working in partnership with the Ministry of
Health, Ghana Health Service and partners has provided technical expertise and funding in excess of four
hundred and sixty-five thousand Ghana Cedis (GHS 465,000) for the curriculum development process. We
see the integration of the CHW arm of health delivery into the health mainstream system as a step in the right
direction and particularly grateful to the government for taking the bold step to recruit, train and deploy
20,000 CHWs across the country under the Youth in Health Module of the Community Improvement
Programmes of the Youth Employment Agency (YEA) of the Ministry of Employment and Labour Relations in
collaboration with the Ministry of Health, Ghana Health Service, World Vision Ghana, and One Million
Community Health Workers (1mCHW) Campaign.
We commit our self to continue to support the people and government of Ghana towards an improved health
status of children.
Mr. Hubert Charles
National Director
4
Abbreviations and glossary of terms
ARI
Acute respiratory infection
ARV
Antiretroviral
ART
Antiretroviral therapy
ANC
Antenatal care
CHW/V
Community health
worker/volunteer
CHMC
Community health management
committee
CMAM
Community-based management of
acute malnutrition
EBF
Exclusive breastfeeding
FP
Family planning
GBV
Gender-based violence
GHS
Ghana Health Service
HIV
Human Immunodeficiency Virus
HVs
Home Visitors
ICT
Information and communication
technology
ICCM
Integrated community case
management
IMCI
Integrated management of
childhood illness
IYCF
Infant and young child feeding
KMC
Kangaroo Mother Care
LBW
Low birth weight (baby)
LLIN
Long-lasting insecticidal net
MAM
Moderate acute malnutrition
MoH
Ministry of Health
MUAC
Mid-upper arm circumference
NGO
Non-governmental organisation
NO
National office
OPC
Outpatient care
ORS
Oral rehydration salts
PD/Hearth
Positive Deviance/Hearth
PHC
Primary health care
PLW
Pregnant and lactating women
PMTCT
Prevention of mother-to-child
transmission of HIV
PNC
Postnatal care
PSS
Psychosocial support
RH
Reproductive health
SBA
Skilled birth attendant
SC
Stabilisation centre
SRH
Sexual and reproductive health
STI
Sexually transmitted infection
U5MR
Under-5 mortality rate
VCT
Voluntary counselling and testing
WASH
Water, sanitation and hygiene
WHO
World Health Organisation
5
Resources and References
The majority of this material has been developed from existing CHV and CHW training curricula that have
already been tried and tested either within Ghana or similar community health contexts. Key source materials
used to develop this curriculum, and reproduced with permission:
-
CHPS Programme: A Training Manual for Community Health Volunteers
Millennium Villages project, Training Curriculum for Community Health Workers
World Vision’s Timed and Targeted Counselling for Health and Nutrition
Integrated Community Case Management In Ghana; Training Manual, Ministry of Health 2014
Measuring and Promoting Child Growth Tool. A Module of the Nutrition Toolkit Facilitator’s
Manual Version 2, August 2011. Nutrition Centre of Expertise, World Vision International.
TB HIV Training Manual for Community Health Workers (USAID)
Facts for Life, 4th Edition. UNICEF Publications. UNICEF, WHO, UNESCO, UNFPA, UNDP,
UNAIDS, WFP and the World Bank Price: April 2010 ISBN: 978-92-806-4466-1
Caring for newborns and children in the community. World Health Organization, 2011. ISBN: 978
92 4 154804 5 http://www.who.int/maternal_child_adolescent/documents/imci_community_care/en/
Counselling cards: Caring for the Newborn at Home: A training course for community health
workers. World health Organization and UNICEF, 2012.
http://www.who.int/maternal_child_adolescent/news/events/2012/Counselling_cards2012.pdf?ua=1
Acknowledgments
This manual is Module Two of the National CHW Programme curriculum and was developed as the result of
collaboration among the Ministry of Health, Ghana; Ghana Health Service, World Vision International and
World Vision Ghana. Through this collaboration, a Group of Expert in various field relevant to the
development of the training package worked as the Technical Advisory Group (TAG). The TAG brought
together groups of experts in CHW programme and materials development as follows:
Contributors
Polly Walker, PhD.
Technical coordination
Community Health Worker Programming Advisor
Global Centre for Health, HIV and WASH
World Vision International
Beulah Jayakumar, MD, PhD
Independent consultant,
World Vision International
New Delhi,
India
Said Al-Hussein, MSc, GCHM Fellow
Training Systems Advisor
The Health Institute of Ghana
P O Box AC647
Accra
Charles Adjei Acquah, M Sc, MBA, PGDip OD
Ghana Health Service
Accra.
Email: [email protected]
Raymond Kofi Owusu, MSc.PH, PGDip, DLSHTM
Grants Manager
World Vision Ghana
Kotei Robertson Street, North Industrial Area,
Accra
Kwesi Asabir, PhD
Ministry of Health, Ghana
PMB – Ministries Post Office
Email: [email protected]
Cathy Wolfheim, MPH
Independent consultant, Child health
Geneva,
Switzerland
Rosemond Dzifa Adam, MPH
Editorial Consultant,
Tema, Accra
Ghana
6
Reviewers
Dr. Erasmus A. Agongo, PPME, GHS, Accra
Dr. Partrick Aboagye, Family Health Division, GHS,Accra
Dr. Isabella Sagoe-Moses, Family Health Division, GHS, GHS
Grace Kafui Annan, Health Promotion, Family Health Division, GHS, Accra
Adelaide Ansah Ofei, HRD, GHS, Accra
Veronica Apetorgbor, PPMED, GHS, Accra
Naa Korkor Allotey, National Malaria Control Programme, GHS, Accra
Eunice Mintah-Agyemang, Family Health Division, GHS, Accra
Eunice Sackey, Family Health Division, GHS, Accra
Kate Quarshie; Nutrition Dept. Famility Health Division, GHS, Accra
Hamatu Harruna, National Malaria Control Programme, GHS, Accra
Vivian Ofori Dankwah, Family Health Division, GHS, Accra
Eunkyo Seo, International Ministry Division, World Vision Korea, Korea
Matilda N. A .A. Antwi; National Youth Employment Agency
Mohammed Pelpuo; Youth Employment Agency, Ministry of Emplyment and Laobour Relations, Accra
Gladys Tetteh-Yeboah, World Vision International, Ghana
Samuel Ayire, Family Health Division, GHS, Accra
Eric Akosa, Millennium Villages Project, Kumasi
Chief Nathaniel Ebo Nsarko, One Million CHWs Campaign, Ghana
Stephen Tetteh Matey, World Vision International, Ghana.
Evaluation Team
Dr. Polly Walker
Dr. Beulah Jayakumar
Dr. Isabella Sagoe-Moses
Mr. Charles Acquah
Mrs. Veronica Apetorgbor
Mr. Said Al Hussein
Management and oversight
Dr. Kwesi Asabir
Mr. Raymond Kofi Owusu
Mr. Charles Acquah
Dr. Polly Walker
Special thanks
The writing team wishes to especially acknowledge and thank Ministry of Health, Ghana, Ghana Health
Service, World Vision International and World Vision Ghana, the Millennium Villages Project, Earth Institute,
Colombia University, for permission to adapt their manuals and materials, and for the use of illustrations from
these manuals. The writing team, the pre-test team, and the working group would like to acknowledge the support
and rich contribution of the following persons in facilitating the development of the materials. They are:
Mr. Hubert Charles; National Director, World Vision International, Ghana
Dr. Sylvester Aneman; Chief Director, Ministry of Health
Dr. Ebenezer Appiah-Denkyira; Director, General Ghana Health Service
For further information about the material development please contact [email protected]
7
CONTENTS
Introduction to Module 2: Community-based care ........................................................................................................... 9
Module description ............................................................................................................................................................... 9
Service Package for Module 2.......................................................................................................................................... 11
Unit 1: Management of Medical Emergencies ................................................................................................................... 12
Session 1.1: Emergencies and their health implications ............................................................................................. 13
Session 1.2: Responding to Emergencies ...................................................................................................................... 16
Unit 2: Identifying and managing illness in pregnant and postnatal women and children ...................................... 22
Session 2.1: Danger signs and referral of the pregnant or postnatal woman ...................................................... 23
Session 2.2: Danger signs and referral of the newborn............................................................................................. 26
Session 2.3: Danger signs and referral of children aged 1 month to five years ................................................... 31
Session 2.4 Assessment of a sick child aged 1 month to 5 years ............................................................................ 34
Session 2.5: Home-based management of diarrhoea and feeding during illness.................................................. 38
Session 2.6: Feeding During Illness ................................................................................................................................. 42
Session 2.7: Providing follow-up care and support..................................................................................................... 45
Unit 3: Community-Based Care for the Malnourished Child ....................................................................................... 48
Session 3.1: Types and Causes of Malnutrition ........................................................................................................... 49
Session 3.2: Measuring Child Growth (practical) ........................................................................................................ 54
Session 3.3: Counselling for child growth..................................................................................................................... 58
Session 3.4: Detecting and referring severe acute malnutrition ............................................................................. 60
Session 3.5: Community-Based Management of Acute Malnutrition ..................................................................... 64
Session 3.6: Home-based follow-up for the malnourished child ............................................................................. 73
Unit 4: Community-based Care for HIV and TB ............................................................................................................. 79
Session 4.1: HIV: Transmission and Disease Progression ......................................................................................... 80
Session 4.2: Supporting positive living ........................................................................................................................... 84
Session 4.3: Addressing stigma and discrimination ..................................................................................................... 90
Session 4.4: HIV Infection in Children and Young People ........................................................................................ 92
Session 4.5: Follow-up care for TB treatment............................................................................................................. 95
Session 4.6: Long-term community support for chronic illness ............................................................................ 100
8
INTRODUCTION TO MODULE 2: COMMUNITY-BASED CARE
Module description
Welcome to Module two of the CHW training manual. In this module you will be introduced to the main
health conditions you may encounter during home visits, and how to manage them in the community. CHWs
will develop the skills to assess acute health conditions and respond appropriately, including the management
of referrals. They will also learn about certain long-term conditions that may require community-based care
such as chronic health problems, HIV, TB and malnutrition.
The module has been organised into five units. Each unit has up to seven sessions, designed to enable CHWs
learn and acquire the necessary skills required for managing the specific conditions. Unit one deals with
common home-based emergencies and how to manage them with emphasis on their prevention; unit 2 deals
with identifying and managing complications of specific conditions. In unit 3 CHWs will learn about the roles
and responsibilities of the CHW in managing home-based emergencies and unit 4 will introduce CHWs to
community-based care of clients with HIV/AIDS and TB.
Core Module: Community-Based Care
The module is designed to develop the skills of CHWs to respond to health problems and emergencies,
provide first-line care and arrange for the client to be managed by trained health workers, by referring these
clients promptly. The module builds on the knowledge and skills acquired in Module One: Community Health
Basics and expand the scope of care provided by the CHW, at the community and household level.
Module Objectives:
At the end of this module, the CHW will be able to;
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
Identify common health problems and emergencies in the community that CHWs may meet
Explain the common types of the emergency conditions and their features
Assess a child for danger signs and refer appropriately
Promote and counsel families on appropriate feeding of a child during and after illness
Support parents to manage diarrhoea episodes at home including correct administration of Oral
Rehydration Salts (ORS) and zinc.
Provide home-based follow up support following a referral
Measure and assess nutritional status of a child using weight-for-age and MUAC
Provide counselling for child growth and nutrition during follow-up visits
Provide follow-up care for malnourished child/home-based support(CMAM)
Assess root cause in malnourished children during first CBC visit.
Provide supportive care for HIV clients in the community promoting self-care, nutrition and ART
adherence
Provide psychosocial support for HIV-positive persons
Provide follow-up care for TB referrals and treatment, including children
Undertake defaulter tracing for HIV and TB treatment defaulters in the community.
Competencies
CHWs should demonstrate the following practical skills during field and/or clinical assessment:
• Correctly assess a child for danger signs using the IMCI assessment approach
9
•
•
•
•
•
•
•
•
Correct completion of a Referral Form
Correct interpretation of a Counter-Referral Form
Correct completion of a Home-Based Care Register
Correctly conduct a root-cause assessment for a case of malnutrition
Development of a feeding plan following recovery of a child from therapeutic feeding (CMAM)
Correctly measure weight for age of a child and classify nutritional status (according to literacy)
Correct measurement of middle upper arm circumference (MUAC)
Compile a report on home-based care and data submission.
Optional add-in 1: Integrated Community Case Management (iCCM)
iCCM is a community care strategy which extend case management of childhood illness beyond health facilities
so that more children have access to lifesaving treatments. The iCCM package includes diarrhoea, pneumonia
and malaria diagnosis and treatment using modern protocols (RDT testing and ACT). This module will only
be deployed in communities that have the characteristics defined for iCCM need which include hard to reach
areas, underserved by health facilities.
Terminal performance objectives
•
•
•
Identify and treat moderate cases of diarrhoea, pneumonia and malaria in the community (iCCM)
Correctly asses a sick child under five years using the iCCM protocol
Correctly complete a referral form for a sick child
Option 2: Community-Based Care for HIV & TB
Supportive care and counselling for the HIV and TB clients may not be a priority for all districts across the
country, as many regions have a low prevalence level of both conditions. Where HIV supporters are currently
operational, the CHW programme should look to engage them as appropriate to do so. The addition of Unit
4 will be determined by epidemiology assessment conducted by district health authorities. Home-based care
would be initiated by the CHO, with the expressed consent of disclosure to the CHW given by the patient
themselves. Often, following the identification of a new HIV or TB case, the CHO would accompany the CHW
on the home visit. After that, the CHW can continue to visit the client on a two-weekly basis until they are
comfortable to receive only monthly visits. If the client is initiating ARV or has progressive disease, then the
CHW will maintain a 2-weekly schedule under the guidance of the CHO. In the module we will address
elements such as psychosocial impact, self-care, overcoming stigma, ART and barriers to adherence, TB signs,
TB treatment support and defaulter and/or TB contact tracing.
Terminal performance objectives
•
•
•
•
•
•
•
Understand how to provide follow-up support counselling for HIV clients under ARV programmes on
self-care, ARV adherence
Provide home-based follow-up support and counselling for TB patients under treatment
Describe how they would identify and refer contacts in the family home for HIV and TB testing
Describe how to trace defaulters to TB and ARV programmes
Provide psychosocial support for HIV cases
Counsel HIV/TB clients and their families on medicine adherence, self-care, contact tracing
Counsel and support PMTCT and paediatric cases and HIV exposed infants
Core Competencies for HIV/TB
•
•
Providing psychosocial support for HIV clients and families
Assessing ART usage and ART adherence counselling
10
•
•
Supporting TB DOT treatment
Planning and reporting on home-based supportive care
Service Package for Module 2
Service type
1. Management of complications
a. Common injuries and accidents
b. Maternal, newborn and child health complications
c. Home-based management of diarrhoea & feeding in illness
d. Making a referral and support during emergency referrals
CHWs included
all CHW
2. Community-based Care for the malnourished child
a. Recognition and referral of SAM cases
b. Assessing CMAM cases for household feeding practices
c. Providing home-based support during treatment
d. Providing follow-up support after CMAM discharge
e. Weighing and classifying the child
3. Integrated community case management (iCCM)* (
a. Case management for diarrhoea
b. Case management for malaria
c. Case management for pneumonia
d. Assessing malnutrition
all CHW
4.
CHW in high HIV
prevalence areas
Community-based Care for HIV/TB*
a. Community-based care for the person living with HIV and AIDS *
b. Community-based care for the person undergoing TB treatment*
c. Defaulter and contact tracing for TB *
d. Defaulter tracing for ARV treatment programmes*
CHW in hard to reach
communities
11
UNIT 1: MANAGEMENT OF MEDICAL EMERGENCIES
Terminal
At the end of this unit the participants will be able to:
Performance
•
Explain the concept of health emergencies, their causes, types of emergences
Objectives
•
Discuss the effects of emergencies on individuals, family and community
•
Explain the management and prevention of emergencies in the community
•
Discuss the roles of the CHW in the management and prevention of emergencies in
the community.
•
Learn basic principles of first-aid
•
Provide supportive counselling and appropriate referral for victims of sexual and
gender based violence
12
Session 1.1: Emergencies and their health implications
Session
Objectives
By the end of this session participants will be able to:
•
•
•
Explain the features of an emergency.
Identify the common emergencies in the communities.
Describe the impact of emergencies on family and community
WHAT IS A MEDICAL EMERGENCY?
•
•
A medical emergency is a life-threatening condition, usually unexpected and may have a sudden onset
that requires immediate action and treatment from a health professional. .
The emergencies you may come across in the communities have certain features that enable you to
know this is a life-threatening situation – also called signs (what you can see), and symptoms (what a
patient or family member reports).
Signs and symptoms indicating a medical emergency include any of the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Sudden severe pain anywhere in the body
Bleeding that will not stop, or loss of a lot of blood
Loss of consciousness or responsiveness from the patient.
The body feels very hot or too cold
Breathing problems (difficulty breathing, shortness of breath)
Severe chest pain
Choking
Coughing up or vomiting blood
Head or spine injury – unable to move limbs following an accident
Severe or persistent vomiting
Sudden injury due to an accident, burn, smoke inhalation, near-drowning, deep wound, etc.
Sudden dizziness, weakness, or change in vision
Swallowing a poisonous substance
Upper abdominal pain or pressure
Sudden change in mental status (such as unusual behaviour, confusion, difficulty arousing)
Convulsions (e.g. shock)
CAUSES OF HEALTH EMERGENCIES
An emergency may be caused by one or more of the following:
•
•
•
•
Sudden illness e.g. heart attack or stroke
Accidental injuries e.g. fracture, wound, spinal injury, burns, drowning
Violence e.g. physical or sexual assault
Shock – (maybe a mental shock, or due to blood loss and pain)
COMMON TYPES OF EMERGENCIES
There are many types of emergencies. They can be grouped according to the parts of the body. The
common emergencies include the following:
Type of incident Signs
Possible due to:
13
Head, brain and
spinal cord
• Convulsion
• Loss of consciousness
• Slurred speech, disorientation or
blurred vision
• Unable to move limbs
• Bleeding from the ears
• Severe chest pain/tightness
• Loss of consciousness
• Pain and tingling down one arm
• Unable to breathe
• Blueish or dark coloured lips
• Breathlessness
• Coughing up blood
•
•
•
•
Brain injury
Stroke
Epilepsy
Spinal cord injury
•
•
•
•
•
Possible heart attack
Asthma attack
Asphyxia (smoke inhalation)
Severe allergy (anaphylactic shock)
Severe respiratory infection
Stomach and
digestive
system
• Severe/profuse diarrhoea
• Severe /profuse vomiting
• Upper abdominal pain or pressure
Infectious disease
Food poisoning
Swallowing a poisonous substance
Muscles-Bones
and Skin
•
•
•
•
•
•
•
•
Deep wound
Sudden or severe blood loss
Chest and
Breathing
problems
Profuse/continuous bleeding
Sudden collapse/fainting
Cold/shivering
Convulsion
Burnt or scalded skin (hot liquid)
Severe pain
Dislocated limb
Broken bone
Other types of emergencies:
- Sexual assault or gender-based violence
- Injuries from road traffic accidents
- Drug/medicine reactions
- Electric shock
- Suicide attempt
- Convulsions (e.g. shock)
TB
Fractures
Sprains
Burns and scalds
Bites (snake, dog, human)
EFFECTS OF EMERGENCIES ON INDIVIDUAL PATIENT, FAMILY AND COMMUNITY
Effects on patient/individual:
- Pain as a result of damage to the body
- Long-lasting disability
- Distress as a result not knowing what will be the outcome
- Feeling of hopelessness and despair
- Loss of income as a result of inability to work.
- Concerns about his/her dependents.
Effects on the family:
- Worry and concern about the outcome of the condition (if the patient will recover or not)
- Feeling of guilt due to inability to do much to help the patient
- Using family property to raise fund to support treatment of the patient
- Loss of income to some family members who have to leave their work to care for the patient.
Effects on the community:
- Brings members together to support the family (traditional/small communities)
14
-
Loss of economic productivity.
Key messages
•
•
•
•
•
An emergency is a life threatening condition, usually unexpected and may have a sudden onset that
requires immediate action and treatment by a health professional.
A life-threatening situation can be recognised by certain signs and symptoms which indicate the patient is
seriously unwell, such as severe pain, blood loss, loss of consciousness, breathing problems, and others.
Prior to an emergency the CHW’s role is to educate families on preparedness for emergencies and
accidents, prevention of injuries and dangers in the home, ensure access to emergency contacts, and
ensure all communities have emergency transport plans.
During an emergency the CHW’s role is to assess the patient, provide immediate first-aid, arrange
transport and ensure the referral facility is alerted.
Medical emergencies have serious effects on individuals, families and the wider community due to the
grief they may cause due to loss of life, disability, loss of income to families. So being able to provide
basic first-aid for medical emergencies is an important element of CHWs work.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
15
Session 1.2: Responding to Emergencies
Session
Objectives
•
•
•
•
•
Explain why it is important to prevent the emergency conditions
Describe the essential action for first-aid to common injuries and incidents
Explain the roles of the CHW in the management of the emergency conditions
Describe appropriate actions for responding to gender-based violence or rape.
Identify appropriate referral points for survivors of sexual violence within the
community
ROLES OF CHWS IN MANAGING HEALTH EMERGENCIES
As a CHW you may encounter, or be called upon to help in medical emergencies. If action is not taken
promptly, the patient may lose their life or be seriously disabled by the incident. One of your important
roles is to identify emergencies and take immediate effective actions to save the life of the patient.
1. Prevention: Prior to an emergency the CHW’s role is to:
• Educate families on preparedness for emergencies and accidents
• Educate families on prevention of injuries and dangers in the home (Module 1)
• Ensure all families have emergency contact details to hand
• Ensure that the community has access to emergency transport
2. Management: During an emergency the CHW’s role is to:
• Assess the patient
• Provide immediate first-aid
• Arrange transport
• Ensure the referral facility is alerted
Early action: In an emergency, quick and decisive action is important for good recovery. The CHW must
act promptly to get help for the patient.
Prompt referral: Urgently contact ambulance services, which are better equipped to move injured
patients. Injured persons should ideally not be moved by untrained people, especially if head, neck or spinal
injury. If there are no ambulances, arrange emergency transport and get help to move the patient, and
accompany them to the nearest health facility.
Giving basic first-aid where necessary: In some cases the CHW could give basic first-aid care, e.g.
controlling bleeding, applying compress or moving the patient to safety. As a CHW, do not try to do more
than you are competent to do.
Reassuring family and relatives: The CHW should try to reassure relatives that the patient is getting
good care and the condition will be well managed. The confidence shown by the CHW in handling the
patient is a source of reassurance to the relative. The CHW should support relatives and friends to help
them play more constructive and supporting roles in the care of the patient.
PRINCIPLES THAT UNDERLIE THE MANAGEMENT OF EMERGENCIES
-
Act confidently and smartly
Better under do than overdo (refer promptly)
Remove patient from further injury (if only necessary)
Maintain a clear airway (Give mouth-to-mouth resuscitation if necessary)
Stop bleeding by use of pressure appropriately
16
-
Organise or call for support/assistance (but keep assistants under control)
Arrange to transport patient to nearby hospital for further care immediately
Accompany patient (if possible)
FIRST-AID FOR EMERGENCY CONDITIONS
System/Part of
body involved
Type of Emergency
Action expected of CHWs
Head/Central
Nervous System
Convulsions
Give first-aid. Reassure relatives and refer
Sudden collapse/fainting
Reassure relative and refer promptly
Meningitis/Stiff neck
Severe and continuous
headache
Chest and
respiratory system
Severe difficulty in breathing
Chest pain
Reassure patient and relatives, give analgesic (pain
relief medicine) if the patient can swallow, observe
patient and refer if pain persists.
Blood and
circulation system
Excessive bleeding
Control bleeding as much as possible and refer.
Abdomen and
digestive system
Acute and severe abdominal
pain
Profuse vomiting
Give oral rehydration treatment (ORT), observe
patient while preparation is being done to refer
patient, reassure relatives and refer
Profuse diarrhoea
Give oral rehydration treatment (ORT), observe
patient while preparation is being done to refer
patient, reassure relatives and refer
Reproductive
system
Severe LAP (lower abdominal
pain)
Skin, bones and
muscles
Burns, fracture, RTA
Reassure patients, give first-aid (apply bandage or
splint and refer promptly)
Snake bite, dog bites
Control bleeding (if any), by apply pressure (e.g. tie
the limb with bandage or scarf) above the bite site,
reassure patient and relatives and refer promptly.
The tourniquet should be loose enough to let one
finger in.
Behaviour and
mental wellness
Suicide attempt, depression,
extreme violence
Reassure relatives and refer promptly.
Sexual assault
Bruising, bleeding, pain, mental
distress, shock
Apply psychological first-aid approach (see Module
3)
Source: Standard Treatment Guidelines for Emergencies, 2010.
FIRST-AID FOR SPECIFIC INJURIES
Until medical help is available, the following first-aid measures should help prevent a situation from becoming
worse. Parents, other caregivers and older children should be supported in learning about these first-aid
measures. Source: UNICEF Facts for Life
17
Wound type
Actions for first-aid
First-aid for
burns:
For minor burns:
• Cool the burned area immediately using cold clean water. Do not use ice.
• Keep the burn clean and dry with a loose sterile bandage or clean cloth.
• Do not break blisters or put any oil, ointment or other substance on the skin that can
prevent healing or cause infection.
• A minor burn will usually heal without further treatment.
For major burns:
• If clothing catches fire, quickly wrap the person in a blanket/cloth or roll them on the ground
to put out the fire. STOP-DROP-ROLL
• Do not remove the burned clothing. Move the person away from heat source.
• Do not immerse large, serious burns in cold water, as this could cause shock.
• Raise the burned body part or parts above heart level, if possible.
• Loosely cover the burn area with cool, moist towels or cloths or a sterile bandage.
• Refer immediately with blood relative if possible.
First-aid for
poisoning:
•
•
First-aid for
breathing
problems or
drowning:
First-aid for
broken
bones,
bruises or
sprains:
First-aid for
cuts and
wounds:
•
•
•
•
•
•
•
•
If swallowed, do not try to make the person vomit. This may make the person more ill.
If on skin or clothes, remove clothes and pour large amounts of water over the skin. Wash
the skin thoroughly several times with soap.
If in the eyes splash clean water in the eyes for at least 10 minutes.
Refer immediately, whilst keeping the person as still and quiet as possible.
Take a sample of the poison or medicine or its container with you.
If head or neck injury, do not move the person’s head. Follow the breathing directions
below without moving the head.
If difficulty breathing/not breathing, lay the person flat on the back. Tilt the head back
slightly. Pinch the person’s nostrils closed and blow (breathe) into the mouth, keeping all
the mouth covered. Blow gently but hard enough to make the person’s chest rise. Then,
count to three and blow again. Continue until the person begins breathing.
If breathing but unconscious, roll them onto their side to enable breathing.
If broken bone, refer promptly
For bad bruises and sprains, immerse the injured area in cold water on the injury for 15
minutes, or use ice wrapped in cloth. Remove the ice or water, wait 15 minutes and
repeat, if necessary. The cold should help reduce pain, swelling and bruising.
For minor cuts and wounds:
• Wash the wound with clean (or boiled and cooled) water and soap.
• Dry the skin around the wound.
• Cover the wound with a clean cloth and place a sterile bandage over it.
For serious cuts and wounds:
• If sharp object is sticking in the wound (glass, knife), do not remove it, removing it could
make the injury worse. Bandage around the object and refer.
• If heavy bleeding, raise injury above chest level and press firmly against the wound with a
pad made of folded clean cloth. Maintain pressure until the bleeding stops.
• Do not put any plant or animal matter on the wound, as this could cause infection.
• Put a clean sterile bandage on the wound. Allow for swelling by not tying the bandage too
tightly. Refer urgently, with blood relative if possible.
18
First-aid
choking:
for
•
•
•
•
If an infant or person is coughing, let him or her try to cough up the object. If the object
does not release quickly, try to remove the object from the person’s mouth.
For infants or young child: Support the head and neck. Turn face down with the head
lower than the feet (e.g. over knees). Deliver 5 careful blows to the back between the
shoulder blades. Turn the baby face up and press firmly on the breastbone between the
nipples 5 times. Repeat actions until the object is dislodged.
For larger person: Stand behind the person with your arms around the person’s waist.
Form a clenched fist with your thumb against the person’s body, above the navel and below
the rib cage. Put the other hand over the fist and give a sharp inward and upward thrust into
the person’s abdomen. Repeat until the object is dislodged.
If you cannot dislodge the object, refer immediately.
MANSA’S STORY
Mansa is a 13 year old girl in your neighbourhood. She is attending local school and lives with her uncle,
after her mother died some years before. Her uncle works most of the time, and other times he has friends
to his house, to drink and play cards. One day Mansa comes to see you to explain a distressing situation:
One night, she was home alone, and one of her uncle’s friends came to visit, and he had been drinking. He
insisted that he would wait for him, even though he may take some time. Mansa fetched him some water,
but then he started trying to touch her. She pushed him away, but he grabbed her and forced her onto the
table. He had sex with her, without using a condom. Afterwards, he told her that if she told the police he
would kill her, and that her uncle would not believe her anyway, as they were good friends. Mansa is
terrified, and doesn’t want to tell anybody, because she has nowhere else to stay but her uncle’s house.
But she has been in terrible pain since and wants you to help her.
SEXUAL AND GENDER-BASED VIOLENCE (GBV)
What is GBV?
Any harmful act done to another person against his/her will; based on society’s view of gender. There are
various types of GBV:
1. Physical violence: e.g. stabbing, burning, kicking, punching, beating with an item, throwing objects.
2. Sexual violence: e.g. rape, gang rape, defilement, attempted rape, inserting items into another
person’s private parts, sexual harassment.
3. Psychological violence/abuse: such as verbal abuse, restricting someone’s freedom of movement,
threats, manipulation.
4. Economic violence/abuse: such as refusing to give money, taking money or food from someone.
How common is the problem in Ghana?
• 27% of Ghanaian women reported having been sexually assaulted at least once in their lifetime.
• 21% of women reported having been forced by husbands to have sex.
• 95% of these women did not report the incident.
SOURCE: GENDER CENTRE ON VIOLENCE AGAINST WOMEN AND CHILDREN IN GHANA
EFFECTS OF SEXUAL VIOLENCE/RAPE
Immediate health risks
Long-term and emotional effects
19
•
•
•
•
•
•
•
•
Physical damage, bruising
HIV infection
Sexually transmitted infections
Unwanted pregnancy
Miscarriage
Disability
Fistula
Trauma/shock
•
•
•
•
•
•
Low self esteem
Suicidal thoughts
Depression and anxiety
Poor performance in work/school
Infertility
Recurrent abuse
ACTIONS FOR RESPONDING TO SGBV INCIDENT
Role of CHWs:
• Provide supportive counselling: give information, validating their experience and respecting their right
to make decisions about next steps. Ensure that you listen and respond without pressure, criticism,
judgement about the events.
• Create community awareness about the issue and available services for victims
• Educate community on importance of training children and young people in life skills
• Mobilizing the community to respond e.g. reporting to authorities
• Referring SGBV survivors for services
• Connect the survivor to appropriate community support networks and services
• Reporting data.
WHAT HAPPENS IN POST-RAPE CARE?
•
Refer the victim to the nearest health facility accompanied by a trusted friend, or adult (if under 18
years)
At the health facility, actions taken are:
• Treatment for wounds and other injuries
• Testing for HIV, pregnancy, hepatitis and others
• Get ARV drugs to prevent HIV infection, if tested negative (within 72 hours of incident)
• Treatment for sexually transmitted infections and to prevent pregnancy (emergency contraception)
• Counselling and crisis care
• Case documented for report to authorities
•
• At the police station, actions taken are:
• Report the case and remember to take a reference number
• Answer truthfully and frankly to questions asked
• Ensure your statement is recorded
Support needed by victims:
•
•
•
•
•
•
Understand victims and not blame them
Help victims meet their immediate needs for shelter, food, safety
Report the offenders, or help the police to capture them
Encourage quick referral and reporting of rape (within 72 hours)
Encourage family’s understanding, support and protection
Refer victims to Lawyers who can advise victims and follow-up their cases in court
20
Key messages:
•
•
•
CHWs need to respond quickly and efficiently to manage emergencies in the community by giving basic
first-aid, making a prompt referral, and either accompanying the patient, or support family and relatives.
Principles that underlie the management of emergencies are to act confidently and smartly, not do more
than you are competent to do, move the patient to safety, keep the airways clear and check breathing,
give mouth-to-mouth if needed, stop bleeding by use of pressure, organise or call for support/assistance.
CHWs should respond to a SGBV incident (rape or sexual assault) in their communities by referring to
appropriate services, giving supportive counselling and information, mobilising community and family
support and reporting the incident.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
21
UNIT 2: IDENTIFYING
AND MANAGING ILLNESS IN PREGNANT AND POSTNATAL
WOMEN AND CHILDREN
Terminal
At the end of this unit the participants should be able to:
Performance
•
Objectives
Describe danger signs in pregnant and post partum women, newborns and
children
•
Assess a sick child for danger signs, other illness and refer
•
Counsel the caregiver on home management of diarrhoea, including mixing and
administering ORS and administering zinc
•
Counsel the caregiver regarding feeding the child during illness
•
Provide post-referral follow-up care in the community
22
Session 2.1: Danger signs and referral of the pregnant or postnatal woman
Session
Objectives
•
•
•
•
Identify at least 5 danger signs and understand what condition they may indicate
Explain to caregivers what each danger sign may indicate
Identify the different types of referrals according to the associated danger sign
Demonstrate use of the job aids in educating the family on danger signs in pregnant
and postnatal mothers
DANGER SIGNS IN PREGNANT WOMEN
When visiting a pregnant woman, the CHW should first ask the woman if she is experiencing any danger
signs and also check for any. If any of the danger signs are present, the CHW should advise the pregnant
woman to seek care at the health facility, promptly, ideally along with her male partner.
Prevention: The CHW’s role is to:
• Educate families on danger signs in pregnant and postnatal mothers
• Ensure all families have emergency contact details and savings to hand
• Ensure that the community has access to emergency transport
Management: During an emergency referral the CHW’s role is to:
• Assess the patient
• Ensure the referral facility is alerted (call the CHO)
• Counsel the family and help them arrange for transport
• Continue to check the vital signs (breathing, temperature, and pulse of the woman)
• Continue to observe the patient for changes during the referral and inform the CHO
• Accompany the patient to the CHPS compound
Danger signs in pregnancy
Danger Sign
Severe headaches and/or
blurred vision
Breathlessness
Swelling of feet, face or
hands
Convulsions or fit
Loss of consciousness
and fainting
Fever
Vaginal bleeding
Abdominal pain
Burning while
urinating/painful
Why is it a danger sign?
Severe headaches and/or blurred vision might be a sign of high blood pressure
that can cause complications.
Could be a sign of iron deficiency or other complication
Swelling of the feet, face and hands could be a sign of hypertension (high blood
pressure) or other serious condition
A convulsion indicates severe illness and needs to be investigated further at a
facility.
This could be a sign of anaemia, hypertension or other serious condition
A fever indicates an infection (such as malaria), potentially dangerous and even
fatal to both mother and unborn child.
Vaginal bleeding indicates possible complications with the pregnancy, and
possible miscarriage
Severe abdominal pain could be a sign of complications with the pregnancy.
Burning while urinating could be a symptom of a bladder infection or sexual
transmitted infection
23
Accident or trauma to
the mother
This presents concerns for the life of the mother and foetus/unborn child. If the
mother has been in accident or had a serious fall, the pregnancy needs to be
checked within 24 hours.
Mid-late pregnancy
Baby stopped moving
If the baby stops moving or is moving a lot less than usual, it could be a sign that
(from mid pregnancy)
the baby is in distress, with a potential risk of stillbirth.
Waters break without
If the waters break without labour starting this can be very dangerous for the
labour
baby and increase the risk of infection and labour complications.
Non-emergency signs (normal referral)
Unusual green/brown
This kind of vaginal discharge could be a sign of an infection or even preterm
vaginal discharge
labour.
All other unexplained
Do not try to manage or treat conditions at home if you are unsure always
complaints
refer.
If there are no danger signs, the CHW should ask the following questions and counsel on the necessary
topics (using the COUNSELING CARDS).These topics will be addressed in detail later in the training
Danger signs postnatal (up to 45 days after the birth)
Danger Sign
Lower abdominal pain
Fever/chills
Too much bleeding
Severe abdominal pain could be a sign of postnatal infection
A fever a sign of postnatal infection
Some blood loss is normal in the days and weeks following birth, but
this should not be too much
An infection of the breast
Swelling and redness of breast and
nipple, with fever
Unusual discharge or foul smelling
lochia
Fainting, feeling weak or dizzy,
palmar and conjunctival pallor
Severe anxiety or depression
postnatal (e.g. women may report
feeling unable to cope, worrying too
much, sleeping too much or too
little, not being able to care for
themselves or the baby
This kind of vaginal discharge could be a sign of a postnatal infection
This could be a sign of anaemia, especially if the woman lost too much
blood during delivery
Postnatal depression and anxiety is a common condition. It may
develop within the first six weeks of giving birth, but is often not
apparent until around six months. Most at-risk are teenage mothers,
first time mothers, women with previous history of depression, and
women in difficult circumstances. Post-partum depression is a real
condition, can become severe if not supported, and requires support
from medical professionals as well as the family.
Note: Some mood changes, irritability and crying are common after the
birth but if they persist after a few weeks it could be postnatal depression.
ANAEMIA
Anaemia is when the body does not have enough blood to keep the body healthy, caused by iron deficiency
in the diet, certain medical conditions (e.g. sickle cell disease) or sudden loss of blood. Women, especially
during pregnancy, postnatal, and also teenage girls are most commonly affected by anaemia are. Pregnant
and postnatal women should take iron and folate pills daily. Symptoms of anaemia may include:
•
•
•
•
Weakness and fatigue
Shortness of breath
Lack of appetite
Pale skin colour; pale conjunctivae (the inner part of the lower eyelid), palms, tongue and lips
If these symptoms are present refer the woman to the clinic for further tests.
24
The hot potato game and practice session
Question
Answer
Name three danger signs that
you must look for when visiting a
pregnant woman.
Name two danger signs that
require you to call an ambulance
for the pregnant woman?
What is the difference between
severe abdominal pain and labour
pain?
Burning while urinating is often a
symptom
of
___________
(what).
What causes night blindness?
What MUAC score indicates
malnutrition in a pregnant
woman?
Describe signs of a convulsion.
Name 3 danger signs in a
postnatal mother
Anaemia is often a result of
____________.
List three symptoms of
anaemia.
What should you do if a
pregnant woman has signs
of anaemia?
Key messages
•
•
•
•
CHWs must educate families to be vigilant about the danger signs in women during and after pregnancy
and ensure they have emergency savings and transport access.
During referral of a pregnant or postnatal mothers you should assess the patient, inform the CHO,
counsel the family and help arrange transport, continue to assess the patient for vital signs and changes,
accompany them to the CHPS compound.
Anaemia is a condition in which the body doesn’t have enough blood, and can be due to iron deficiency
in the diet, certain medical conditions, or due to loss of blood. The people who most commonly affected
by anaemia are women, especially during pregnancy, postnatal, and also teenage girls.
Symptoms of anaemia include weakness and fatigue, headache, shortness of breath, lack of appetite, pale
skin colour; pale conjunctivae, palms, tongue and lips.
Notes:
25
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Session 2.2: Danger signs and referral of the newborn
Session
Objectives
•
•
Identify danger signs in newborns and what conditions they may indicate
Demonstrate use of job aids in educating the family on danger signs in newborns
DANGER SIGNS IN THE NEWBORN (0-28 DAYS)
26
When visiting the newborn, you must check the newborn for danger signs by doing a complete assessment
(Module 3). However, the CHW must also educate families on danger signs they should look out for, as
newborn danger signs can be difficult to spot, especially if the mother or family are not experienced. All
danger signs in the newborn are treated as emergencies. You should follow the procedure when
referring newborns:
•
•
•
•
•
•
•
Assess the baby
Determine the support you can give (e.g. provide comfort and safety).
Contact the referral facility (CHO) to alert them.
Counsel the family and help them arrange for transport
Continue to check the vital signs (breathing, temperature, and pulse)
Continue to observe any changes and inform the CHO
Accompany mother and baby to the CHPS compound
Danger signs in the newborn (see Job aid: Danger signs in the newborn)
Danger Sign
Unable to suck or sucking poorly
Unusually sleepy or unconscious
(doesn’t respond to stimulation,
sleeps too much)
Rigidity or convulsion
Difficult or fast breathing
Redness, pus or swelling of the
umbilical cord stump.
Body feels too hot or too cold
Skin pustules: pimples or swellings
that contain fluid?
Pus draining from eye, or sticky
substance in the eyes
Yellowness of skin on the soles of
the feet (jaundice)
Also seek care if:
One of the most common signs to determine if a baby is unwell, is that
they tend to feed less .. Newborns should be feeding every 2-3 hours.
If they show less interest or are unable to feed, refer urgently.
The baby sleeps to much or seems drowsy and unresponsive, is a sign
of serious problem, and linked to many causes.
Rigidity or convulsions are a sign of a very serious infection like tetanus
or meningitis, or may happen when a baby has fever.
Difficulty breathing or fast breathing , or grunting may be a sign of a
chest infection, which is very serious.
• If the mother notices the baby has a cold, grunting, wheezing
or breathing faster than usual, she should contact the CHW
who will assess the child for this sign
• See “Assessing a newborn” in Activity 5.
This suggests an infection of the cord stump and is potentially very
dangerous to the newborn. The stump may appear with redness
extending to skin, wet or foul smell or boils.
The body too hot or too cold may indicate severe infection. or birth
complication. The CHW can check this with a thermometer.
Skin infections range from minor conditions to a marker of potentially
fatal disease.
This suggests an infection
Yellowness of the skin, especially noticeable on the sole of a child’s
foot, might be a sign of infant jaundice, a disease caused by toxins in
the blood. This can sometimes happen after a difficult delivery and is
linked with some rare infections. To check for jaundice, press your
finger gently on the soles of the baby’s foot. If the skin looks yellow
where you pressed, it’s likely the baby has jaundice.
Baby was born at home and not in facility
Baby does not pass faces within 24 hours of birth
Any difficulty breastfeeding
27
If any of these danger signs appear, the caregiver should seek care for the newborn at the health facility
as soon as possible. You must refer the caregiver and the newborn to the health facility for follow-up.
Hot potato game
Question
What actions should you take
Answer
if a family report a newborn
has danger signs?
Which danger signs in a
newborn should be treated as
emergencies?
List the newborn danger signs.
Which sign could indicate a
baby has an infection? Body too
hot or body too cold?
How can you test to see if a
child
is
unconscious
or
lethargic?
Yellowness of the skin on the
sole of the foot might be a
symptom of which illness. How
can they check?
ASSESSING THE NEWBORN
Newborns can fall sick easily in the first days and weeks of life and the sickness can quickly get serious. The
baby may die if there is delay in receiving treatment. Families may not recognize signs of illness in newborns.
How to check the baby for danger signs or small baby
1.
2.
3.
Ask the mother: Have you put the baby to breast? How is the baby suckling?
 If the mother says the baby is not suckling or has stopped feeding well observe breastfeeding.
 If the baby is not able to suckle at the breast even after the mother has tried to put the baby to
the breast several times over few hours- baby may have serious illness- baby has danger signs.
 If the mother tells you that the baby was feeding well after birth but has stopped feeding well
now- baby may have serious infection- baby has danger signs.
Ask the mother: Has the baby convulsed (or fitted) since birth?
 If the mother says ” yes”- the baby has danger signs
 If the mother does not understand what fit is -explain.
 Then look to see if the baby is convulsing now
Look to see if the baby has difficult breathing
 Wait for the baby to be calm
 Make sure there is enough light to see baby’s breathing
28

Gently lift baby’s shirt to see if:
• The breathing appears fast (Fast breathing is 60 breaths per minute or more in a newborn)
• The breathing appears difficult- lower chest wall goes in when the baby is breathing in
• The baby is grunting- making soft short noise when breathing out
• The baby’s breathing may appear unusual
4.
Measure baby’s temperature or feel for fever or too cold
 If the baby’s temperature is 37.5° C or more baby has fever – baby has danger sign
 If the baby’s temperature is 35.4° or less baby has very low temperature-danger sign
 If the baby’s temperature is 35.5 C° up to 37.5 °C – baby does not have danger sign. *If you don’t
have a thermometer, touch the baby’s stomach or armpit with your hand and feel if it is too cold or hot.
5.
Look to see if the baby ‘Sleeps too much and is difficult to wake up”
 Observe if the baby is awake as you assess the baby
 A baby who is awake will move arms and legs or turn the head several times in a minute. The
baby does not have a danger sign.
 If the baby does not wake up ask the mother to wake him/her up
 If the baby cannot be awakened – baby has danger sign
 If the baby wakes a little, moves arms and legs but goes back to sleep- baby has danger sign
Look to see if “Cord is red or draining pus, skin sores or pus from eyes”
 Pus and redness are signs of infection
 Undress the baby
 Look at the umbilical stump. Is it red? Is there pus coming out of umbilical stump?
 Look at the skin. Look at the whole body including the back, armpit, neck and groin area. Are
there skin pustules (blisters filled with pus)? Boils?
 Look at the eyes. Is pus coming from the eyes?
6.
7.
8.
Look to see if the eyes or skin are yellow
 Always look for this sign in natural light (day light). It is difficult to see yellow eyes or skin in
artificial light (electricity or gas)
 Look at the skin. Is it yellow? If the skin is too dark, press gently with your finger the skin
on the sole of the foot and then remove the finger. Look at the skin you have just
blanched (made pale by pressing). Is it yellow?
Look to see if the baby is small
After checking the baby, tell the family what you find.
•
If you find baby problems refer the baby using the Referral Form.
29
How to Take Baby’s Temperature
1.
2.
3.
4.
5.
6.
Take the thermometer out and hold it at the broad end. Clean the shining tip with cotton- wool and spirit.
Make sure that there is enough light to see the temperature reading. Gently lift the baby's shirt or open the
wrap so you can access the armpit.
Press the "on" button once to turn the thermometer on. Hold the thermometer upward and place it in the
middle of the baby’s armpit with the display side out -press the arm against the side of the baby to trap the
thermometer firmly in place.
Do not change the position and make sure that the tip of the thermometer does not stick out at the other
side of the armpit of the baby.
When you hear 3 short beeps or the numbers stop changing (at least 4 minutes), remove the
thermometer. Read the number in the display window.
Turn the thermometer off, clean the shining tip with cotton and spirit and place it in the storage case.
Key messages
•
•
•
All danger signs in newborns are treated as emergencies as newborn can complicate very quickly.
Danger signs in the newborn baby (0-28 days) include: unable to suck or sucking poorly, unusually sleepy
or unconscious, rigidity or convulsion, difficult, fast or noisy breathing, redness, pus or swelling of the
umbilical cord stump, body feels too hot or too cold, skin pustules, pus draining from eye, yellowness of
skin on the sole of the foot.
Actions for managing a newborn referral include:
o Assess the baby,
o Determine the support you can give
o Contact the referral facility (CHO) to alert them
o Counsel the family and help them arrange for transport
o Continue to check the vital signs (breathing, temperature, and pulse)
o Continue to observe any changes and inform the CHO
o Accompany mother and baby to the CHPS compound.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____
30
Session 2.3: Danger signs and referral of children aged 1 month to five years
Session
Objectives
•
•
•
Identify all danger signs in children and what conditions they may indicate
Demonstrate use of job aids in educating the family on danger signs in children
Describe the appropriate referral steps to the next point of care
DANGER SIGNS IN CHILDREN (AGED 1 MONTH TO 5 YEARS)
When visiting households with children under five, ensure all parents are educated on danger signs.
Danger signs in children under five (see Job aid: Danger signs in children under five)
•
These are the signs that indicate that a child is seriously all and need to be treated as an emergency.
The child cannot be treated at home because the condition is severe. In such cases, the CHW should
provide first-aid care or medicine as per their training 1. The CHW may accompany the child and
mother to the nearest health facility. All cases should be referred within 24 hours. The CHW will
follow-up to ensure referral is completed by the family and find out what happened.
Danger Sign
Unable to breastfeed
or drink
Unusually sleepy or
unconscious
Convulsions
Vomiting everything
ingested
Fast breathing
If the child is not able to drink or breastfeed or refusing to feed, this is a sign that the
child is very unwell. They would not be able to take medicines in the community. Refer
urgently
The child is difficult to rouse, seems drowsy and unresponsive, is a sign of serious
problem, and linked to many causes. Try waking the child by clapping hands or tapping
soles of feet.
A convulsion indicates severe illness in a baby or child and needs to be investigated
further at a facility to look for meningitis (a spinal cord infection) or other disorder
affecting the brain.
If a child is vomiting everything, the child is very sick. They will not be able to drink or
feed, or take any medicines and must be given treatment by injection or intravenous.
This can lead very quickly to death if left untreated.
Difficult, noisy (e.g. a ‘whistle’ on breathing in or grunting sound) or fast breathing
may be a chest infection like pneumonia, which if left untreated can be lifethreatening. Fast breathing is when:
•
•
Chest in-drawing
Fever
Diarrhoea with blood
in stool
1
Child aged 2-12 months: more than 50 breaths in 1 minute
Child aged 12-59 months: more than 40 breaths in 1 minute.
Chest in-drawing indicates severe respiratory distress, which may be due to
pneumonia, and can quickly lead to death if not treated promptly.
A fever can indicate severe malaria, pneumonia or other potentially fatal diseases. The
child needs to be sent to a health facility for diagnosis and proper treatment.
Diarrhoea with blood in the stool, with or without mucus, is dysentery, or an internal
inflammation of the intestine. If left untreated, dysentery can be fatal. If there is blood
in the stool, the child needs medicine that you do not have in the medicine kit and
must be referred immediately.
Some CHWs will be trained on iCCM and can give first dose, others may give paracetamol for fever before referral
31
Diarrhoea for more
than 14 days
Diarrhoea with ricewater appearance
Cough (for 21 days or
more)
Severe pallor
(paleness of palms,
inner eyelids, tongue,
inside of lips)
Swelling of both feet
(bipedal pitting
oedema)
Skin rash
MUAC measurement
below 11.5cm, in the
‘red zone’
Also refer if:
If the family are managing the diarrhoea with fluids and ORS/Zinc, but the symptoms
persists for more than 6 days, without other danger signs, the CHW should still refer
the child to the CHO.
Profuse diarrhoea with rice-water (cloudy white) appearance, may be a sign of cholera,
a notifiable disease. Contact the CHO to mobilise the response.
A prolonged cough in a child may be a persistent infection, a condition e.g. asthma, or
a serious infection like tuberculosis. Untreated tuberculosis or pneumonia risks can
become more severe and lead to death.
If a child has severe pallor, she/he may be severely anaemic, which can be lifethreatening as the body does not have enough red blood cells. If there are other
children present in the household, you can compare their palm colours to determine
whether or not a child’s palm is pale.
Swelling of both feet (oedema) is due to accumulation of fluid beneath the skin, usually
due to malnutrition, but may also indicate other conditions such as severe anaemia.
To check for oedema, gently press with your thumbs on the top of each foot for
three seconds. If the dents remain on the tops of BOTH feet when you lift your
thumbs, the child has signs of oedema.
Skin rashes are usually a sign of infection, which range from minor conditions to
serious disease. If the child’s skins is red, or are there pimples or swellings that
contain yellowish fluid, you should refer the child.
A MUAC measurement in the red zone is a sign of malnutrition, the child should be
referred to the CHPS compound for a full assessment.
A child who has received medication and has not responded to treatment or has not
improved in their condition for 24 hours after they received medicines. The child
should be referred immediately when this is identified. (DECISION-DAY).
WHAT THE CHW SHOULD DO WHEN THERE IS A DANGER SIGN IN A CHILD
You should follow the procedure when referring children:
•
•
•
•
•
•
•
Assess the child, determine if the case is urgent
Determine the support you can give (first-aid care or first treatment)
Contact the referral facility (CHO) to alert them.
Counsel the family and help them arrange for transport
Continue to check the vital signs (breathing, temperature, and pulse)
Continue to observe any changes and inform the CHO
Accompany mother and child to the CHPS compound if urgent
The CHW should follow-up 24 hours later to ensure the referral has been completed by the family, and
that the child is recovering.
Hot potato game
Question
If the child is 2-12 months of age, how many
breaths per minute is considered fast
breathing?
Answer
32
If the child is 1-5 years of age, how many
breaths per minute is considered fast
breathing?
Name five danger signs for the child requiring
referral
Blood in the stool is a symptom of which
illness?
When are loose stools considered diarrhoea?
Explain how to test for oedema.
What condition can cause pallor?
Key messages:
•
•
•
•
Parents and caregivers of children under five years of age need to be educated on danger signs, and how
to respond appropriately.
Danger signs that indicate that a child need to be referred to a facility as soon as possible, and at least
within 24 hours.
The CHW should assess the child, determine the support you can give (first-aid care or first treatment),
contact the referral facility (CHO) to alert them, counsel the family and help them arrange for transport,
continue to check the vital signs (breathing, temperature, and pulse), continue to observe any changes
and inform the CHO and accompany mother and child to the CHPS compound.
The CHW should provide standard referral and follow-up 24 hours later to ensure the referral has been
completed by the family.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
33
Session 2.4 Assessment of a sick child aged 1 month to 5 years
Session
Objectives
At the end of this session, participants will be able to:
•
•
•
Explain why it is important for the CHW to assess and refer the child
Explain what the danger signs are and how to look for them
Explain how to assess a sick child and make appropriate referral.
ASSESSING A SICK CHILD AND REFERRING
Even though health facilities and hospitals provide life-saving care, some children do not get the appropriate
care and treatment due to several reasons such as:
•
•
•
•
•
Their families may not know that they should seek care.
The health facility may be far.
Transportation may not be available.
Transportation and medicine may be expensive.
The health facility may seem strange and the staff unfriendly.
All these delays can result in severity of disease and preventable deaths. Therefore the CHW has an
important role to play in saving the sick child. A sick child has a better chance to survive because one of
her neighbours is a trained CHW. The following are some of the things CHWs can do to prevent diseases
in children between 1 month to 5 years from becoming severe or resulting in death:
• Recognise a very sick child and refer immediately
• Assess for any specific illness and help the family take care of the child at home or refer, as the
case may be
• Identify children with malnutrition and refer appropriately or manage with the support of a CHO.
STEPS IN ASSESSING A SICK CHILD
The following are the steps to take in assessing the sick child. A detailed description of each step is included
after the box.
Step 1: Greet and praise the parent/caregiver for seeking help for his/her sick child: It is important to make
the parent/caregiver feel comfortable and welcome. This will encourage her to seek help for her sick child
early. Explain to the child's parent/caregiver that when a child is sick, he/she needs special care and attention.
In addition, it is important that she learns when to take care of her child at home, and when she needs to
take her child to the CHO or clinic.
Step 2: Ask the name and age of the child and ask for the child’s problems. Refer a newborn (less than a
month old) with problems immediately.
Step 3: For children aged 1 month to 5 years, check for danger signs the child with danger signs should be
referred urgently to the nearest CHO or health centre, where he/she will get the kind of care and specialized
treatment needed. If the child has no danger sign, the steps below are not required.
Step 4: Assess for fever
Step 5: Check for fast breathing for any child with a cough
Step 6: Assess for diarrhoea and counsel the mother about managing it at home or refer to the CHO. We
will learn more about diarrhoea in the next session.
Step 7: Assess for any danger sign not listed here, and if present, refer the child.
The process to assess for danger signs is as follows:
34
•
ASK: “IS THE CHILD ABLE TO DRINK OR BREAST FEED?”
o If the child's parent/caregiver replies YES, ask her to offer her breast to the child, or a little
clean water if the child is already drinking other liquids. Confirm that the child can swallow.
o If the child cannot swallow anything, and is therefore UNABLE TO DRINK OR BREASTFEED
this is a DANGER SIGN. Refer immediately to the CHO or nearest clinic.
o If the child is able to drink or to breastfeed, continue to assess him or her for danger signs.
•
ASK: “DOES THE CHILD VOMIT EVERYTHING HE OR SHE DRINKS OR EATS?”
o If the parent/caregiver replies YES, ask her to offer the child water to drink, and observe
whether he or she does indeed vomit immediately everything that is given to him or her.
o If a child immediately vomits the water, this is a DANGER SIGN. Refer the child immediately
to the CHO or nearest clinic.
o If the child does not vomit everything that he or she eats or drinks immediately (in other
words the child is able to keep down some of what he/she has taken in), continue to assess
him or her for Danger signs.
•
ASK: “DURING THIS SICKNESS, HAS THE CHILD HAD CONVULSIONS?”
LOOK: IS THE CHILD CONVULSING NOW?
o Conclude YES the child is convulsing now, if he or she does one or both of the following:
 Has uncontrolled movement of arms and legs
 Loses consciousness or faints
o If the parent/caregiver tells you that the child has done one or both of these, or if the child is
convulsing now, refer the child immediately to the CHO or nearest clinic.
o If the child's parent/caregiver tells you that her child has NOT shown any of these symptoms,
continue to assess him or her for danger signs.
• ASK: “IS THE CHILD VERY SLEEPY OR VERY DIFFICULT TO AWAKEN?”
If the child's parent/caregiver says YES, do the following:
o Clap your hands close to the child
o OR Ask the caregiver to speak to, shake or undress the child to wake him or her up.
o Check whether the child responds
o A child who is very difficult to awaken does not look at his or her parent/caregiver or at you
while you talk and may have an unresponsive, empty look.
•
•
•
•
It is not possible to wake an unconscious child, they won’t react if you touch, or talk to him/her.
If the child does not respond, Refer the child immediately to the nearest CHO or health facility.
If the child is awake but does not show interest in his/her surroundings or the cry is too weak, or the
child is very weak, Refer the child immediately to the nearest CHO or health facility.
If the child wakes up and cries; that is, if you are able to wake him or her up, the child does not have
this danger sign. Continue to assess him or her for other danger signs.
REFER ALL CHILDREN WITH ANY DANGER SIGN
35
ASK THE PARENT/CAREGIVER WHETHER HER CHILD:
Is unable to drink or breastfeed
Has had an attack of convulsions during
this illness or convulsing now.
Vomits everything he/she drinks or eats
LOOK TO SEE WHETHER THE CHILD:
Is difficult to awaken or is very sleepy
Is convulsing now
Step 4: Ask for fever and any related symptom. If fever is present, refer the child to the CHO
Step 5: Ask for cough and fast/difficult breathing. If any symptoms are present, refer the child to the CHO
Step 6: Ask for diarrhoea. Diarrhoea may be known by different names in different parts of Ghana. The
parent/caregiver may not know what you mean by “diarrhoea,” but she may recognize the illness by a local
dialect. You may find the following description helpful:
•
•
A child has diarrhoea if he or she passes very loose or watery stools 3 or more times in a day.
Babies who are exclusively breastfed often have stools that are soft; this is not diarrhoea. (The
parent/caregiver of a breastfed baby can recognize diarrhoea because the consistency or frequency of
the stools is different from usual.)
If the caregiver says the child has had diarrhoea for 7 days or more, or if there is blood in the stools, or if
the stools look like rice-water, refer the child to the CHO.
•
Mix and give ORS and zinc right away and teach the caregiver to give ORS on the way to the clinic.
We will learn more about home care for diarrhoea in the next session.We will learn more about home care
for diarrhoea in the next session.
36
Key messages
•
•
•
Children under the age of 1 month with a danger sign should all be referred as a medical emergency.
Any child with a danger sign need urgent referral. A danger sign is a sign which means the child need
urgent medical care.
Children with diarrhoea need to be assessed. If the diarrhoea has been for 14 days or more, or if there
is blood in stools or has a rice-water appearance, refer the child, otherwise you can support the
mother to treat diarrhoea at home.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
37
Session 2.5: Home-based management of diarrhoea and feeding during illness
Session
Objectives
•
•
•
•
•
•
Explain what diarrhoea is
Assess a child with diarrhoea
Explain how to give ORS and zinc according to the age of the child
Explain when to refer a child with diarrhoea
Explain how to prevent diarrhoea
Counsel a caregiver on home management of diarrhoea
DIARRHOEA
Diarrhoea is a common and dangerous symptom that is one of the leading killers of young children. It is
often caused by diseases transmitted by the faecal-oral route, from the stool of an infected person to the
mouth of another through contaminated water, food, or directly from hand-to-mouth. Children who are
malnourished and exposed to poor environmental conditions are particularly susceptible to diarrhoea.
Without prompt treatment to replace the water lost in diarrhoea, diarrhoea can lead to dangerous
dehydration and possible death.
•
•
•
•
•
•
•
Diarrhoea is defined as 3 or more loose stools within 24 hours (for children older than 6 months)
If a child is less than 2 months of age and the caregiver reports diarrhoea, refer the child.
If the child has had diarrhoea for 7 days or more, with or without dehydration, refer the child.
If the child has had blood in his/her stool, the child may have dysentery, refer the child.
Severe cases of diarrhoea must be referred to the health clinic immediately and a follow-up visit
should be made within 48 hours of initial visit.
Cases of diarrhoea that have lasted less than 7 days and do not have blood in stool do not require
referral and can be treated at home with oral rehydration salts (ORS) and Zinc.
CHWs are responsible for identifying and assessing the condition of children with diarrhoea. CHWs
are also responsible for treating the child and engaging the caregiver in an active discussion on how to
improve the child’s condition, as well as how to prevent diarrhoea in the future.
ORAL REHYDRATION SALTS
ORS, or “oral rehydration salts” prevent the child from getting sicker by replacing the water and salts that
are lost in diarrhoea. ORS solution is not tasty but is important in preventing death from diarrhoea. Before
preparing ORS, ensure:
•
•
Ensure the ORS package is not expired
Check the package for special instructions and communicate them to the caregiver
TO MIX ORS
1. Wash your hands with soap and water.
2. Pour all the powder from one packet into a clean container. (Use any available container such as a jar,
bowl, or bottle, so long as it is washed clean with soap and water.)
38
3. Measure 600 mls i.e. one (1) beer bottle or two (2) coke bottles of clean water. Use the cleanest
drinking water available. It is best to boil and cool the water.
4. Pour the water into the container and mix well until the powder is completely
dissolved.
5. Taste the solution. It should taste a little bit salty, like tears.
6. Give the solution to the child. If the child vomits, wait 10 more minutes before
giving more ORS in frequent small sips
7. Instruct the caregiver on home-based treatment: the child should sip ORS
frequently for 2-3 days, with at least ½ cup consumed after each loose stool. A
new batch of ORS should be made every day
8. If the mother is breastfeeding the child, it is important to continue breastfeeding
9. Sweet juices or drinks should not be given to the child while taking ORS
Ideally, a child with diarrhoea should be given the following amounts of ORS:
Age
Less than 2 years
2 years or more
Quantity of ORS
50 to 100 ml after each loose stool
100 to 200 ml after each loose stool
Storing ORS
•
•
•
•
•
•
•
Wash container with soap and clean water.
Mix fresh ORS solution each day in a clean container.
Keep the container covered.
Throw away any solution remaining from the previous day.
In addition to giving ORS, the mother should do the following:
Breastfeed more frequently and for longer at each feed.
If the child is not exclusively breastfed, give one or more of the following in addition to ORS solution:
coconut water, strained rice water, mashed kenkey in water, mashed tuo zafii, porridge, (koko) light
soup without pepper, fruit juice or clean water.
ZINC
•
If a child has diarrhoea, zinc should be administered for 10 days to ensure that the diarrhoea is less
severe with shorter duration.
Steps to follow in administering zinc:
•
•
•
•
•
•
•
•
Ensure the zinc package is not expired
Check the package for special instructions and communicate them to the caregiver
Determine the dose to give to the child:
If the child is between 1 month and 6 months of age, give ½ a tablet once daily for 10 days
If the child is between 6 months and 5 years of age, give 1 tablet daily for 10 days
Help the caregiver give the first dose and provide remaining supply
Check caregiver’s understanding on the dosage and frequency
Counsel the caregiver to complete the whole 10 day course of zinc to reduce severity of diarrhoea
and prevent future cases, even if the child seems to have recovered. This point is very important.
Make sure the caregiver administering the medication understands this point
REFER TO THE CHO/CHPS CLINIC
•
If the child does not get better in one (1) day.
39
•
•
If the child gets worse.
If the child has ANY DANGER SIGN.
PREVENTING DIARRHOEA
•
•
•
•
•
Wash hands as frequently as possible
Always use latrines for defecation
Keep livestock stands separate from households and far away from drinking water sources
Boil, filter, or use chlorine tablets to disinfect water for household consumption
Store food and drinking water in close containers that are clean and disinfected
Case conference
Make notes in the box below
CASE 1: The child has had diarrhoea for 5 days, but there is no blood in the stool.
CASE 2: The child has had diarrhoea for 15 days and has been losing weight.
CASE 3: The child has had 3 loose stools in the past week.
CASE 4: The child has had diarrhoea for 2 days, and there is blood in the stool.
CASE 5: The child has not had any loose stools recently but appears to be unconscious.
Key messages
•
ORS solution replaces the water and salts that the child loses in the diarrhoea. It prevents the child from
getting sicker and losing too much water.
40
•
•
•
•
•
•
•
•
Zinc helps to make the diarrhoea less severe, and it shortens the number of days of diarrhoea. It
replenishes the child's micronutrients and can help prevent future diarrhoea. So the dosage should be
given for 10 days even if child is already well within a few days.
For home based treatment of diarrhoea:
Continue to breastfeed the child more than usual during and after the illness.
If the child is under six months of age, advise for child to be breastfed exclusively and frequently, IN
ADDITION to receiving ORS according to guidelines provided above.
If the child is over six months, advise for the child to be given complementary healthy nutrition in
between breast feeding. The child should be encouraged to eat frequently and drink plenty of fluids.
Advise to give the child as much liquids and breast milk as he or she wants.
NO sweet teas, soft drinks, coffee, or herbal infusions.
Give ORS for 2 to 3 days. Continue zinc for a full 10 days, even if diarrhoea stops.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
41
Session 2.6: Feeding During Illness
Session
Objectives
•
Explain how malnutrition is linked to illness and feeding during illness episodes
•
Counsel families on continued feeding of sick infants.
MAJOR KILLERS OF CHILDREN
•
•
•
Most deaths of infants under 2 years are due to pneumonia, malaria or diarrhoea, which are diseases
that are preventable or can be treated.
Diarrhoea can be treated at home by the family using ORS and continued feeding.
Pneumonia and malaria need to be treated by a trained health worker or CHW.
FEEDING DURING ILLNESS FOR THE CHILD OVER 6 MONTHS
•
Key message for families caring for a sick child: Increase fluid intake during illness, including
more frequent breastfeeding, and encourage the child to eat soft, varied, appetizing, favourite foods.
After illness, give food more often than usual and encourage the child to eat more.
•
During illness, the need for fluids is often higher than normal. Sick children appear to prefer breast
milk to other foods, so continued, frequent breastfeeding during illness is advisable. Even though
appetite may be poor continued feeding is recommended to maintain nutrient intake and enhance
recovery, and make up for nutrient losses during the illness and allow for catch-up growth. Extra food
is needed until the child has regained any weight lost and is growing well again.
•
Breastfeeding: Continue to breastfeed – often, ill children breastfeed more frequently. Tell the
mother to breastfeed more frequently and for longer at each feed, especially if the child is exclusively
breastfed. 2
•
For children not breastfed or is over 6 months, give additional fluids: Give as much fluid as
the child will take, as soon as the diarrhoea starts to replace the lost fluids. Give one or more of the
following:
o ORS solution (for diarrhoea only)
o Food-based fluids (soups, rice water and yoghurt drinks)
o Clean water (preferably given along with food).
2
•
Give additional foods: When sick, children may be less inclined to eat solids. Mothers should
breastfeed as much as possible, and give small snacks or soft liquid foods. Give small quantities
frequently rather than a large meal if this is easier. If the child vomits, wait some time and try again. If
the child vomits everything ingested this is an urgent danger sign.
•
Active feeding: Don’t leave the child to serve themselves, but encourage them to eat, and serve on
a separate plate. Help the child to feed, especially during illness. This can involve a parent encouraging
them: “just one more bite..”, or playing with the child “here comes the airplane, open wide!”. These
games may help the child eat more. Avoid any distractions (radio/TV or noise) whilst the child is
eating so they can concentrate on the meal.
Breastfed children under 6 months of age should first be offered a breastfeed then given ORS and no other fluids
42
FEEDING DURING ILLNESS
6 MONTHS TO 12
12 MONTHS TO 2 YEARS
UNDER 6 MONTHS
2 YEARS AND OLDER
MONTHS
• Breastfeed as often as
the child wants, day
and night.
• Feed at least 8 times in
24 hours.
• Do not give other
foods or fluids.
•
•
•
•
•
Continue to breastfeed
as often as the child
wants.
Give 3 servings of
nutritious
complementary foods.
Always mix margarine,
fat, oil, peanut butter
or groundnuts with
porridge.
Also add: chicken, egg,
beans, fish or full
cream milk, or mashed
fruit and vegetables, at
least once each day.
If baby is not breastfed,
give 3 cups (3 x 200
ml) of full cream milk
as well.
If baby gets no milk,
give 6 complementary
feeds a day
•
•
•
•
•
•
•
•
Continue to
breastfeed as often as
the child wants, and
also give nutritious
complementary
foods.
Give at least 5
adequate nutritious
feeds.
Increase variety and
quantity of family
foods:
Mix margarine, fat,
oil, peanut butter or
groundnuts in
porridge.
Give egg, meat, fish
or beans daily.
Give fruit or
vegetables twice
every day.
Give milk every day,
especially if no longer
breastfeeding.
Feed actively with
baby’s own serving
• Continue to breastfeed
as often as the child
wants.
• Give at least 5 adequate
nutritious feeds.
• Increase variety and
quantity of family foods:
• Mix margarine, fat, oil,
peanut butter or
ground nuts with
porridge
• Give egg, meat, fish or
beans daily
• Give fruit/ vegetables
twice every day
• Give milk every day,
especially if no longer
breastfeeding.
• Feed actively with
baby’s own serving.
Barriers (root causes) and misconceptions
Recommended
practice
Common misconceptions or
barriers
Counselling messages
Care seeking
for the within
24 hours
Active feeding
Increased
feeding and
43
fluids during
illness
Key messages
•
•
•
•
The major killers of children under 2 years are diarrhoea, malaria and pneumonia. Seeking medical help
within the first day of illness can prevent serious complications and death.
A child with diarrhoea must be treated with ORS and zinc as instructed.
During the illness and for two weeks after, the child should drink and eat more than they usually take.
They also need to breastfeed more than usual and for longer at each feed. If the child is over 6 months
old, he/she must be given additional fluids and food. For example, give at least one extra meal a day for
two weeks.
Active feeding is important during illness. Encourage the child to eat, even if vomiting or low appetite,
and give small meals frequently between breastfeeds.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
44
Session 2.7: Providing follow-up care and support
Session
Objectives
•
•
•
Describe the key actions and checks to make during a post-referral follow-up visit
in the home and explain their importance
Explain what actions the CHW would take during a post-referral follow-up visit
Explain what conditions would prompt the CHW to refer the child back to the
facility
Following up referred cases in the home
Make notes in the space provided
STORY OF A DEATH
Madame Asana called the CHW to her home, because she was worried about her youngest son, Ali , who
was very sick, he had a fever the last two days and wasn’t getting better. The CHW checked the child and
advised her to go immediately to the health facility. Madame Asana took the child right away, although the
clinic was far, and she only arrived late in the afternoon, when the clinic was about to close. She insisted
that the nurse see the child. The nurse said that they had run out of malaria tests kit (RDT), but she suspected
it was malaria, and so she gave the child medicines. Madame Asana gave the medicine to the child, came
home and felt much relieved. Three days later the child’s condition still hadn’t improved and he started to
have convulsions. She called the CHW, who called an ambulance, but unfortunately the child died before
the ambulance could reach them.
STORY OF A DEATH PREVENTED
Madame Adizah called the CHW to her home, because she was worried about her youngest son Ibrahim,
who was very sick, had a fever for the last two days. The CHW came and checked the child and advised her
to go immediately to the health facility as the boy had a high fever. Madame Adizah took the child right away,
although the clinic was far, and she only arrived late in the afternoon, when the clinic was about to close.
She insisted that the nurse see the child. The nurse said that they had run out of malaria tests kit (RDT), but
in any case it was most likely malaria, and so she gave the child medicines. Madame Adizah came home and
gave the medicine to the child, feeling much relieved. The next day the CHW returned to check on the
child, and found that he still had not improved after taking the medicines. He asked Madame Adizah to
explain what happened. The CHW called the CHO and they referred the child to the Health Centre, right
away. The boy was treated in the health centre and recovered well. The doctor at the health centre told
the CHW that this fever was not in fact caused by Malaria, but by another serious infection, so it was very
good that CHW had followed up at home and sent the child back again.
Discussion questions:
1.
What do you notice in the first story?
2.
What happened differently in the second story?
3.
Does it ever happen that after a child has been treated they can complicate afterwards? What
conditions might make that more likely?
45
FOLLOW-UP CARE FOR SICK CHILDREN
All sick children sent home for treatment or basic home care need follow-up care from the CHW. This is
especially important for children who receive antimalarial drugs (Artesunate-Amodiaquine, AA or
Artemether-Lumefantrine, AL in SMC (seasonal malaria chemoprevention) implementing regions) for
malaria or Amoxycillin for fast breathing, as well as ORS and zinc for diarrhoea. The follow-up visit is a
chance to check whether the child is receiving the medicine correctly and is improving.
Set an appointment for the follow-up visit: Even if the child improves, the CHW must ask the caregiver
to bring the child back in one day for follow-up, or visit the child in the home (especially if the child is on
antimalarials or Amoxycillin), and help the caregiver agree on the follow-up.
What to do during the follow-up visit:
•
•
•
•
•
During the follow-up, the CHW must ask about and look for any problems in the child – danger signs
or difficulties with the medication.
The CHW must also make sure that the child is taking the correct dosage, and remind the caregiver
to continue giving the daily doses of zinc, antimalarial (AA or AL) or Amoxicillin, until the course is
completed, even if the child is better .
If the child has a new problem, the CHW should treat the child and advise on home care or refer – if
the child has a danger sign.
The CHW must also refer the child if he or she is getting sicker, or continues to have fever. The
CHW must fill out the referral form, and assist the referral to prevent delay.
The CHW should refer the child if any danger signs are identified in the follow up visit.
Key messages:
•
•
•
•
•
All sick children sent home for treatment or basic home care need follow-up care from the CHW. This
is especially important for children who receive antimalarial drugs, Amoxycillin, or ORS and zinc. The
follow-up visit is a chance to check whether the child is receiving the medicine correctly and is
improving.
During the follow-up, the CHW must ask about and look for any problems in the child – danger signs or
difficulties with the medication.
The CHW must also make sure that the child is taking the correct dosage, and remind the caregiver to
continue giving the daily doses as instructed in the clinic
If the child has a new problem, the CHW should treat the child and advise on home care or refer – if
the child has a danger sign.
The CHW must also refer the child if he or she is getting sicker, or continues to have fever. The CHW
must fill out the referral form, and assist the referral to prevent delay.
Notes:
_____________________________________________________________
46
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
47
UNIT 3: COMMUNITY-BASED CARE FOR THE MALNOURISHED CHILD
Terminal
Performance
Objectives
At the end of this unit the participants should be able to:
• Describe the different types of malnutrition and what impact they may have on the
health of the child and its relationship with illness
• Measure and interpret weight-for-age
• Counsel the caregiver and family on child feeding based on growth trend
• Explain what SAM is and why it is important to treat SAM urgently
• Detect marasmus and kwashiorkor
• Measure and interpret MUAC
• Screen for SAM using MUAC during routine activities
• Provide follow-up care in community-based management of acute malnutrition
• Explain key actions for assessing and improving the nutritional status of a child
recovering from malnutrition.
48
Session 3.1: Types and Causes of Malnutrition
Session
Objectives
•
•
•
Understand the types and causes of malnutrition
Explain how to recognise and refer a child with severe acute malnutrition
Counsel the family on appropriate care for a child with severe acute malnutrition
Importance of good nutrition for children
STORY OF POOR NUTRITION – 1
Afua lived in a nearby village and was pregnant with her second child. Because she was pregnant she stopped
breastfeeding her son when he was four months old and gave him koko and goat’s milk instead. Her son
was often sick and had a hard time gaining enough weight. When her son was old enough to eat solid food,
Afua fed him on the family foods like banku, with soup containing a little meat or fish when her family could
afford them. Afua’s family did not have any animals, and foods such as meat and eggs were very expensive
at the market. Without these body building foods to help him grow physically and mentally strong, her son’s
growth became stunted. As he grew older, he fell behind in school and eventually dropped out. He was one
of the smallest boys in his class, and when he tried to find work as a day labourer, he was told he was not
strong enough. Although he is an adult now, Afua’s son still lives at home. With little education and poor
physical health, he is dependent on Afua and her husband.
STORY OF POOR NUTRITION – 2
Akosua lived in a small town with her husband and their child, Abaka. Akosua and her husband ran a small
eatery close to the bus stop. They had a roaring trade and many customers came there because of Akosua’s
quick and tasty meals. She used to cook more traditional foods, but she found that foods like chips and fried
burgers sold much better, along with soft drinks. In the evening time, Abaka would come from school
hungry, but she didn’t have time to cook special food for him so he ate with the truckers, usually fried rice
and chicken with cola. He sometimes got tips from serving the clients and used them to buy sweets in the
market. As Abaka grew up he became very heavy and stopped doing sports with the other children, and
suffered low self-esteem and depression because of his weight problem. When Abaka was in his thirties he
developed diabetes, and had to take medicines to control his illness. The nurse told him he needed to lose
a lot of weight and avoid all sugary foods and drinks! Abaka blamed his mother for letting him eat so much
junk food as a child!
•
Which of these children is malnourished?
•
Which of these children has been affected in their adult life by their childhood nutrition?
•
Does this happen in your community?
•
Is there any case of obesity in your community?
STORY OF GOOD NUTRITION
49
A woman in another village, Mansa, also had a son. After giving her son only breast milk for six months,
Mansa began to introduce him to a variety of foods in small, mashed portions, and small healthy snacks like
fruit as finger foods, which her son enjoyed. At first, the baby did not like some foods, but Mansa ate with
her son, encouraging him and showing him how much she liked those healthy foods. She also continued to
breastfeed him until he was two years old. Mansa made sure her family ate balanced meals from the fourstar diet. Sometimes she could not afford to buy meat or eggs for the family, but she got advice from the
CHO and with help from the community, she planted a small vegetable garden where she grew beans and
groundnut, which she learned were also good sources of body-building food. She also began to rear guineafowls. She tried not to use the same ingredients every time, so her family could enjoy a diverse diet. Her
son quickly grew strong and did well in school, and did not get sick as much as some of the other children
in class.
Discussions questions:
•
What was this happening differently here?
PRINCIPLES OF GOOD NUTRITION
Nutrition is the process by which the body takes in and uses food for growth, development and maintenance.
Good nutrition: Good nutrition is obtained from eating the right amounts, and the right kinds of foods, in
the right combination. Good nutrition means:





Providing a person with the energy needed for his/her activities.
Providing a person with the nutrients needed to grow and maintain processes inside the body
Providing a person with the vitamins and minerals needed to help avoid or fight off diseases
In children - ensures that the grow to their full potential
In children – ensures that the achieve their full potential in their mental development
Under nutrition: when nutrition needs are not being met, either through having too little of too much
food, or by having too little or too much of certain types of food. Poor nutrition can mean:





A person has insufficient energy for his/her activities.
A person has insufficient nutrients needed to grow and maintain processes inside the body
A person has insufficient vitamins and minerals needed to help avoid or fight off diseases
In children – prevents children growing well and attaining their optimum height and weight
In children – prevents them from achieving their full potential in their mental development
Over nutrition: when the food amounts or types eaten on a regular basis are beyond the needs. Over
nutrition can mean:





A person’s food intake is more than what they need for their activities
Food intake has too much unhealthy food like refined sugar and saturated fat.
In children – can reduce physical activity and reduce wellbeing
Can increase the lifetimes risk of chronic illnesses like heart disease, diabetes and stroke
A person who is over-nourished or obese can also be lacking in vitamins and minerals
REVISION: FOOD GROUPS AND THE FOUR-STAR DIET
•
Energy giving foods give our bodies energy to move, work and think. They include grain crops
such as wheat, maize, sorghum, millet and rice, and root crops such as potatoes, sweet potatoes
50
•
and cassava. These are also called carbohydrates or starchy foods. In many parts of the world,
most people eat one main carbohydrate meal with almost every meal. This is called the main meal.
Fats and oils also contain a lot of energy.
Animal-source body building foods help our bodies for growth and repair and are rich in
protein. They come from plants (beans and other legumes), processed plant products (peanut
butter and soya mince), processed animal products (cheese, sour milk and yoghurt) and animals
(eggs, meat, fish and poultry). The latter group from animal sources have higher quality protein.
•
Protective foods provide the body with vitamins and minerals needed to help different parts
such as the blood, eyes, bones, skin and hair work properly. These foods protect us by strengthening
the immune system to fight infections and help the absorption of other nutrients. Green leaves,
vegetables and fruits such as mango, pawpaw, oranges, and pineapples are examples.
•
Water: Water is required for all body activities to take place. It is essential to maintain adequate
intake of clean water to replace the water lost by the body from urine, sweating, etc.
MALNUTRITION
CHRONIC MALNUTRITION
•
•
•
‘Chronic’ malnutrition means the child has suffered a lack of food or lack of certain foods over a long
period of time. This could lead to:
Stunting: a condition where the child has very low length/height for the age
Underweight: a condition where a child has very low weight for the age
ACUTE MALNUTRITION
•
•
•
•
•
Acute malnutrition means that the child has had a lack of food or suffered a sudden weight loss due to
illness or not eating enough. This can be identified by:
Swelling of some body parts including swelling of both feet (pitting oedema), also called
Kwashiorkor. There may also be swelling of the lower arms and lower legs.
Very low weight for height, causing visible wasting, ‘baggy pants’ appearance of the buttocks (also
called Marasmus)
OR
Mid-upper arm circumference (MUAC) less than 11.5 cm for severe acute malnutrition (SAM) and
between 11.5 and 12.5 cm for moderate acute malnutrition (MAM). In Ghana MUAC has been
adopted as an independent criteria for identifying wasting in children 6-59 months.
SAM children are 9 times more likely to die before age five than children with good nutrition. We will
learn more about SAM in the next Session.
MICRONUTRIENT DEFICIENCY
• Illness caused by a lack of essential vitamins or minerals in the diet. The most common deficiencies are
iron deficiency (anaemia), vitamin A deficiency (night-blindness) and iodine deficiency (goitre).
OBESITY
•
•
Overweight and obesity are when there is too much fat built up in the body, damaging health.
Overweight and obesity can increase the risk of certain diseases including diabetes, cardiovascular
diseases and cancer. Obesity can decrease quality of life leading to low self-esteem or depression.
Deficiency
Causes
How to prevent it?
Risks
51
Anaemia
(Iron
deficiency)
Low iron in the diet
Iron-rich or iron-fortified food
Retarded growth
Loss of blood
Deworming 6 monthly from 1
year old
Increased risk from infections
Malaria infection
Parasites and worms e.g.
hookworm
Malaria prevention
Impaired mental development
Adequate hygiene and sanitation
Frequent infections
and/or diarrhoea
Vitamin A
deficiency
Not eating foods that
contain vitamin A can
result in vitamin A
deficiency.
Eating vitamin A-rich foods e.g.
animal products, orange and
yellow fruit and veg, dark green
leaves, palm oil
Continued breastfeeding to 2
years and beyond
Vitamin A supplements every 6
months in children 6m-5 years
Iodine
deficiency
Increased risk of infections
Slowed growth and
development.
Blindness
Night blindness is the first sign
of vitamin A deficiency
Low dietary iodine
Using iodized table salt
Enlarged thyroid (goitre)
Also higher risk with
alcohol use, smoking
and contraceptive pill.
Or eating foods high in iodine,
e.g. dairy, seafood, meat, eggs
Hypothyroidism
Multivitamin supplements
Mental retardation in infants
born to mothers with iodine
deficiency in pregnancy
CAUSES OF MALNUTRITION
Malnutrition can ultimately cause death in children both directly (starvation), or indirectly through increased
vulnerability to illness and infection.
Vicious cycle of illness and malnutrition: As we read earlier in this Module, when children get an
infection or illness such as diarrhoea, it weakens their defences and they may lose weight due to poor
appetite, and they can lose more weight. The more underweight a child becomes, the more likely they are
to catch infections, and so the cycle continues.
What causes malnutrition? Malnutrition is often caused by a combination of factors. The contributing
causes or factors are classified as:
• Immediate causes: inadequate intake and diseases and infections, which forms a vicious cycle
• Underlying causes: household food insecurity, inadequate care practices, access to health care,
access to safe water, hygiene, sanitation.
• Basic causes: factors related to socio-cultural, economic, political and policy environment which
influence food security and access to a diverse healthy diet.
For CHWs to help families during the recovery of a child from malnutrition, they must understand
immediate causes as well as the underlying causes to prevent the child becoming malnourished again.
STORY IN CONTEXT
Nandi and her husband had a large family with five children of their own, and after the death of her sister,
they also cared for 3 of Nandi’s nephews. That’s a lot of mouths to feed! They were very poor and all lived
52
together in two rooms. The husband was saving money to build another room. They tried to get a loan, but
the bank’s policy meant they needed something to guarantee the loan.
Nandi, fed the children sorghum and rice, sometimes plain, or with a little sauce, which she bought. She
didn’t have time to farm with so many kids and they didn’t own any land. Nandi complained often that they
needed a latrine closer to home, the children often used the bushes behind the house as a toilet! They often
played there, and came to eat without washing their hands. One day, Aba, her youngest, suffered vomiting
and diarrhoea for several days. He lost his appetite and didn’t eat as much as usual. The kids all shared one
plate, so no one noticed he wasn’t eating much which resulted in a loss of weight. After he recovered, he
ate as usual again with the rest of the family, but didn’t gain weight. One day a neighbour said that the child
was looking thin, and Nandi agreed but she said the child never eats, what can she do? Next month Aba got
sick with fever, and was treated for malaria. The CHW told Nandi to give more food to Aba when he was
sick, and to give him eggs to help him grow. She gave him a thin porridge to drink, which he liked, but didn’t
gain any weight, but she couldn’t give eggs, because in her culture children eating eggs was taboo. His hair
colour became sandy, like a dog, so Nandi went to the traditional healer, as she had heard about “Asram”
and he gave her some traditional medicines. A few weeks later, all the children developed a cold. Aba
developed pneumonia! She went to see the CHW, who found Aba had severe acute malnutrition.
Answers:
Immediate causes:
Underlying causes:
Underlying factors:
Test your knowledge
Question
What is anaemia?
Answer
Give three examples of causes of anaemia
What foods contain high levels of iron and
therefore can prevent anaemia?
Name two ways of preventing anaemia
What do we mean by “underlying causes” in
terms of causes of malnutrition
What is Kwashiorkor?
53
What is marasmus?
What are the risks of vitamin A deficiency?
How can we prevent it?
At what age should children start to have
Vitamin A supplements every six months?
What have we learnt?
Key messages:
•
•
•
•
•
Chronic malnutrition means the child has suffered a lack of food or lack of certain foods over a long
period of time, and can lead to stunting (low height for age) and underweight.
Acute malnutrition means that the child has had a lack of food or suffered a sudden weight loss due to
illness or not eating enough. These children become “skin and bones” (marasmus) and/or develop
swelling in some body parts such as both feet with discoloured hair (kwashiorkor).
Micronutrient deficiency is a condition caused by a lack of essential vitamins or minerals in the diet. The
most common deficiencies are iron deficiency (anaemia), vitamin A deficiency (night-blindness) and
iodine deficiency (goitre).
Overweight and obesity occur when there is too much fat built up in the body, damaging health.
Malnutrition can be caused by multiple factors, including immediate, underlying causes and basic causes..
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Session 3.2: Measuring Child Growth (practical)
Learning
objectives
•
•
•
•
•
Correctly demonstrate measurement of weight of children under 5 years
Correctly demonstrate calibrating and zero a scale
Correctly demonstrate how to use a length using mat and scale
Correctly interpret data on child growth charts
Assist the CHO during growth monitoring sessions
54
IMPORTANCE OF GROWTH MONITORING IN EARLY LIFE
•
•
•
Nutrition and growth especially during the first two years of life, will determine how healthy a child is
for the rest of their lives. All children under five years should be weighed monthly.
Detecting malnutrition early is key to preventing stunting, which is permanent and irreversible.
Poor nutrition can reduce a child’s ability to learn and do well in school, and protection from illness.
Recap the definitions:
• Length is measured when a child under two years of age is laying down using a length mat
• Height is measured when a child between two and five years is standing up using a height board
• Stunting - low length-for-age or low height-for-age and is an indicator of chronic malnutrition
• Wasting - low weight-for-length or low weight-for-height and is an indicator of acute malnutrition
• Underweight - low weight-for-age attributed to stunting, wasting, or a combination of both.
Overweight/Obesity - high weight-for-height.
MEASURING WEIGHT
•
•
•
•
•
•
•
•
•
Using standard weights (preferred, if available) or other objects with known weights (e.g., a 5kg sack of
grain), check the accuracy of the scale. If the measurement is incorrect, “zero” the scale by setting the
needle to zero when it’s empty, and try again. If the weight is consistently off by a small amount,
subtract that amount from the final weight.
Tips for measuring weight accurately:
Calibrate also after every 10 children
Place hanging scales at the measurer’s eye level
Place standing scales on a smooth flat and hard surface
Two people are required to weigh a child. Involve the caregiver in weighing the child
Make sure the child is undressed or has only light clothing on.
Make sure the child is still and ask the caregiver to calm the child if needed
Carry extra batteries for digital scales.
PLOTTING THE WEIGHT – EXAMPLE
This is an example of a 14-month old girl who weighs 9 kg:
55
INTERPRETING GROWTH CHARTS
The green line represents the “normal” weight-for-age of a healthy child. The area between the green and
red lines represents a normal range. If a child’s measurements fall between the red lines and black lines,
then the child is underweight. If the child’s measurements fall outside of the black lines, the child is
severely underweight.
Key trends to watch out for:
•
•
•
•
A child’s growth line crosses the red or black line away from the normal range.
There is a sharp decline or incline in the child’s growth line
The child’s growth remains flat; there are no changes in weight or length/height
It is very important to consider all factors when interpreting a child’s growth charts. Even if a child
is within the normal range, if the line has suddenly changed directions or is at a steep incline or
decline, there may be a potential growth problem
The same principles apply when we interpret height-for-age or weight-for-height.
Exercise: Diana’s growth curve
Fill in the growth chart in their Manuals using the information below:





At 6 months, Diana was 5 kg
At 9 months, Diana was 6.5 kg
At 1 year, Diana was 8.5 kg
At 1 year and 3 months, Diana was 11 kg
At 1 year and 6 months, Diana was 12 kg
Questions for participants:
Diana’s latest weight indicates that she is currently _________ (normal/underweight/severely underweight)
Diana’s growth chart trend indicates that she is_________(gaining weight/not gaining weight/losing weight).
Name one action the CHW must take to counsel her caretaker as a result: _____________________.
ROLE OF CHWS IN GROWTH MONITORING
56
CHWs can help CHOs in measuring and recording children’s weight – at the CHPS zone or during
community growth monitoring sessions. It is therefore essential that CHWs know how to measure and
record weights correctly.
CHWs would review children’s growth monitoring cards during routine and priority home visits. They will
help the caregiver understand how the child’s growth has been and counsel on feeding accordingly.
Monitoring the growth of children is also a valuable tool to aid in the diagnosis of TB or other chronic illness
in the child, as well as during recovery from these illnesses.
Key messages
•
•
•
•
Children under 5 grow very rapidly; this is especially true for the period from birth to two years old.
This growth includes physical growth as well as mental development.
How well children grow in their first five years will influence how healthy they are for the rest of their
lives, and how well they will be able to fight infections and illness.
Growth during this early period of a child’s life will also affect how well a child learns in school in later
years and how much strength he or she will have as an adult.
CHWs should check the growth curve for all children under five, and remind caregivers to take their
children for growth monitoring every month in the first 2 years, and every 3 months until age five.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
57
Session 3.3: Counselling for child growth
Learning
objectives
• Explain how to counsel the caregiver on child feeding based on the growth curve
• Explain what next steps to plan with the caregiver based on the weight pattern
CHW’S COUNSELLING BASED ON GROWTH CURVE
One of the activities during a household visit is for the CHW to observe the growth pattern as recorded
in the growth chart of the child. This can be useful to assess barriers to growth in the child and negotiate
solutions with the family, based on the pattern of growth.
If the child is gaining weight:
•
•
•
•
•
Praise the mother/caregiver
Review feeding practices negotiated with the family during the previous visit
For children under two years of age: focus on increasing quantity and diversity of complementary
feeds and continuing breastfeeding
For children aged 2-5 years: focus on maintaining quantity, frequency and diversity
Other related issues for maintaining child nutrition: birth spacing methods for the mother and her
partner; handwashing, toilet use and water treatment in the home, bed net use.
If the child has not gained adequate weight from the past reading:
• Review feeding practices negotiated with the family during the previous visit: If the family has not been
able to do the negotiated practices: dialogue with family to identify barriers and negotiate solutions.
• If the family has been able to do the negotiated practices: dialogue with the family to identify barriers
that were not identified before; enquire about illness such as diarrhoea during the intervening period,
cessation of breastfeeding, a new pregnancy and about food availability in the home. Negotiate new
practices based on the barriers identified.
• Emphasise the need for regular weighing of the child, preferably every month.
If the child has lost weight from the previous reading:
• Review breastfeeding, feeding and hygiene practices. Enquire about illness especially diarrhoea.
• If there is no obvious reason for the weight loss, refer the child if the previous reading was more than
a month ago. If the previous reading was a month ago or less, counsel the caregiver to take the child
for weighing in a month’s time. If there is no gain in weight, the child should be taken to the facility.
Case studies
Case 1: A 9-month old baby boy weighs 6.5 kg. His weight was the same at 8 months
Case 2: A 14-month old baby girl weighs 11 kg. She weighed 12 kg at 12 months, 11 kg at 13 months
58
Case 3: A 10-month old baby boy has been weighed every month since birth. His last 3 readings are the
same – at 8 kg.
Case 4: An 18-month old baby girl weighs 13 kg. She was not weighed for the past 4 months. Her previous
weight recorded at 13 months was 12 kg.
Key messages
•
•
•
The weight gain pattern of the child, as noted in the growth chart enables the CHW to tailor the
negotiation and counselling with the caregiver.
The three scenarios are – steady gain in weight, no gain in weight for 2-3 consecutive readings, loss in
weight.
Negotiation and counselling should include feeding practices, sanitation and hygiene, birth spacing and
illness episodes.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
59
Session 3.4: Detecting and referring severe acute malnutrition
Learning
objectives
•
•
•
•
Explain how to look for marasmus and kwashiorkor
Explain MUAC in simple language
Demonstrate how to measure a child’s MUAC accurately
Interpret MUAC readings and explain their implications
SEVERE ACUTE MALNUTRITION – TWO PRESENTATIONS
Severe acute malnutrition (SAM) presents in one of two ways:
•
•
Visible severe wasting or Marasmus
Swelling of some body parts such as swelling of both feet, lower legs and lower arms, along with
skin and hair changes, or Kwashiorkor
Presence of these signs suggest the child require urgent referral and medical care.
OBSERVING VISIBLE SEVERE WASTING (MARASMUS)
A child with marasmus is very thin, has no fat, and looks like skin and bones. The skin appears to ‘hang off
them’ like baggy clothing as they have little fat and muscle left to support it. Also explain that wasting will
typically show on the MUAC. Point out the following in the pictures:
•
•
•
•
•
•
Severe wasting of the shoulders, arms, buttocks and legs.
Ribs - can be seen protruding from the body.
Hips - appear small than chest and abdomen.
Buttocks - The fat of the buttocks is missing, folds
are seen on the buttocks and thighs. It looks as if the child is
wearing baggy trousers.
Wasted/baggy
Abdomen – may be large or distended.
pants
appearance
Compare to normal child
Normal
Distended abdomen
Normal abdomen
60
OBSERVING SWELLING OF BOTH FEET (“BILATERAL” PITTING OEDEMA)
A child with SAM could also present with oedema. This is known as kwashiorkor. If the oedema is just one
of the feet, it may not be caused by malnutrition. Children with kwashiorkor may have other signs like thin,
sparse and pale hair that easily falls out, dry, scaly skin, a puffy face.
Pitting oedema is caused by
fluid gathering in the child’s
tissues so that they look
swollen or puffed up. It is
called ‘pitting’ because if you
press your thumb down on
the top of the foot, it will
leave a ‘pit’ or thumb
impression in the skin.
To check for bipedal pitting oedema, use your thumbs to press gently for a few seconds on the top of each
foot at the same time. The child has oedema if a pit remains in both feet when you lift your thumbs, even
for a few seconds.
1. Press gently on both feet for a few seconds
2. Lift the fingers and observe if a ‘pit’ remains
MUAC SCREENING
•
•
•
•
Mid-upper arm circumference (MUAC) is a measurement that can quickly and effectively identify cases
of SAM, which can be used at appropriate times during routine and follow-up visits.
MUAC is based on the fact that a small arm circumference shows loss of muscle mass and indicates
SAM. MUAC is a good predictor of immediate risk of death from SAM between 6 months and 5 years.
Muscle mass is important in maintaining body functions and in fighting infections.
MUAC is not appropriate for use in children under the age of 6 months of age.
MUAC is a useful tool, but cannot replace growth monitoring as it is not sensitive enough to detect all
malnutrition cases. Regular growth monitoring is still very important, especially in the first two years.
WHEN MIGHT YOU ASSESS A CHILD FOR MALNUTRITION USING MUAC?
•
•
•
•
Whilst supporting outreach growth monitoring services or surveys
During routine and targeted household visits (all children over 6 months)
During follow-up visits after illness
During follow-up of children undergoing treatment of acute malnutrition (CMAM)
61
TAKING A MUAC READING
Different types of MUAC bands are available. Some have numbers, some have numbers and colours, and
some have colours only. Colour-coded bands are the easiest to use.
1. Work at eye level. Sit down if possible.
2. Ask the mother to remove any clothing that covers the child’s left arm.
3. Locate the tip of the child’s shoulder with your fingertips.
4. Bend the child’s elbow to a right angle.
5. Place a mark on the child’s arm halfway between the shoulder tip and the elbow.
6. Straighten the child’s arm.
7. Wrap the MUAC band around the child’s left arm at the mid-point mark you have just made. Insert
the end of the band through the thin opening at the other end of the band.
• Keep the colours or numbers on the band right side up and the band flat against the skin.
• Make sure the band is not too tight.
• Make sure the band is not too loose (it is too loose if you can fit a pencil under it).
• Make sure the band is horizontal around the child’s arm.
8. Read the measurement aloud (either the colour or the number that shows most completely in the
wide window on the band). Ask the assistant to repeat the measurement and to record it.
9. Check that the measurement is recorded correctly.
10. Gently remove the band from the child’s arm. Thank the mother and child for their co-operation.
Interpreting MUAC
•
•
•
MUAC readings of 12.5 cm or more fall in the green zone of the tape and are considered normal
Readings of 12.5-11.5cm indicate moderate acute malnutrition or MAM
Readings of less than 11.5cm indicate SAM
Key messages
•
•
•
•
•
Severe acute malnutrition is characterized by: presence of swelling of both feet (pitting oedema), also
called kwashiorkor, very low weight for height or severe visible wasting indicated by ‘baggy pants’
appearance of the buttocks (also called Marasmus), or a middle upper arm circumference for children 6
months to 5 years of less than <11.5 cm.
MUAC helps us to quickly assess malnutrition in large groups of people such as surveys.
It is not appropriate to do a MUAC screening for a child under the age of 6 months.
Check for bipedal pitting oedema and wasting of children during routine and timed visits, and during or
after an illness, and also when following up a child undergoing community-based treatment of
malnutrition.
Moderate acute malnutrition is when a child is under weight, characterized by a MUAC reading between
11.5cm and 12.5cm.
62
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
63
Session 3.5: Community-Based Management of Acute Malnutrition
Learning
objectives
• Explain what we mean by severe acute malnutrition (SAM) and define common
terms used in SAM management
• Describe the principles and processes involved in managing SAM in the community
• Describe the steps the CHW will support during recovery of a SAM child.
• Demonstrate the home visit monitoring steps for a SAM case.
WHAT IS SEVERE ACUTE MALNUTRITION AND WHY IS IT IMPORTANT
Children with a MUAC of less than 11.5cm are said to have severe acute malnutrition, or SAM. Most of
them present as very thin (marasmus) or swollen (kwashiorkor). They need special medical care. They
should be taken to a trained health worker or health facility for assessment and treatment.
•
•
•
•
A SAM child is 9 times more likely to die than other children, before aged 5 years.
A SAM child may have underlying illnesses needing treatment e.g. HIV infection, intestinal worms.
A SAM child may have complications like severe anaemia, oedema and infections needing treatment.
A SAM child cannot fight infections like other children – home-based care for infections like malaria
and diarrhoea would put them at risk of death.
DEFINITIONS AND TERMS
•
•
•
•
•
•
•
•
Uncomplicated SAM cases are children with SAM but with no medical complications as evidenced
by danger signs or signs of a specific illness.
SAM with complications are children with SAM and one or more danger signs.
Outpatient Care (OPC) provides children with uncomplicated SAM who are over 6 months of age
with routine medical treatment and ready-to-use therapeutic foods (RUTF) for use at home.
Community management of acute malnutrition (CMAM) is managing children with
uncomplicated SAM in the community in conjunction with OPC.
Inpatient Care (IPC) treats SAM children who also have medical complications, those under 6
months of age, or who cannot eat RUTF, in a health facility with 24-hour care. The child is treated
with F75, F100 and/or RUTF until complications are resolved and weight recovery is achieved.
Supplementary Feeding Program (SFP) is a form of outpatient treatment in which the caregiver
receives a food supplements to give the child in addition to breast milk and/or usual diet. Children
with moderate acute malnutrition or MAM (MUAC reading of 11.5-12.5) are treated through SFP
and/or IYCF counselling and support.
RUTF Ready to Use Therapeutic Food (RUTF) - is a soft pre-packaged food that contains all
the nutrients needed for the child’s recovery. It is easy for children to eat directly from the packet. It
needs no mixing with water or other foods, making it safe to use anywhere.
In Ghana CMAM involves all four components: IPC, OPC and community outreach through feeding
counselling and support, as well as SFP where available.
64
FLOW CHART FOR MUAC ASSESSMENT AND MANAGEMENT
•
The following flow-chart outlines what actions the CHW should take based on MUAC measurement:
COMMUNITY MANAGEMENT OF ACUTE MALNUTRITION (CMAM)
The key for managing SAM is the use of therapeutic feeding with ready-to-use therapeutic food, or RUTF.
Guided by appetite, children may eat RUTF at home, with minimal supervision, at any time of the day or
night. RUTF does not contain water, so children should also be offered safe drinking water after eating. A
child under SAM treatment will need 10–15 kg of RUTF, over six to eight weeks.
Uncomplicated SAM cases can be treated at home if they are well, over 6 months of age, and the
mother is able to use RUTF at home. This forms part of the community-based management of acute
malnutrition (CMAM). Community support is needed to fill the common gaps. For complicated SAM
cases, treatment needs to be done by a health-care provider, who can manage complications, give any
medicines the child needs, and look for underlying infections such as parasites and HIV. The treatment
depends on how sick the child is and type of complication they present with.
Gap #1. Most caregivers don’t know their children have severe malnutrition.
Solution: active case finding (screening) by CHWs, which includes MUAC screening and growth monitoring.
Gap #2. Most caregivers stop treatment once the child “appears better”.
Solution: The CHW ensures OPC attendance every week until they reach a healthy weight.
65
Gap #3. Counselling at the OPC often excludes important influencers of household feeding practices
including fathers, mothers-in-law and grandmothers who may present barriers to change. Counselling at the
OPC may not uncover the root-causes (underlying and basic causes) contributing to the child’s condition.
Solution: CHWs can engage the entire household and negotiate new behaviours in feeding the child. They
can also assess food security, water, sanitation and hygiene as well as family feeding practices and farming.
Gap #4. Transitioning from RUTF to an improved diet needs to be monitored closely to ensure that the
SAM child returns to a feeding routine that will protect him or her from future episodes of SAM.
Solution: CHWs are best positioned to ensure that this transition happens.
•
•
For complicated SAM cases, such as those with infections, treatment for SAM needs to be done by
a health-care provider, who can manage complications, give any medicines the child needs, and look
for underlying infections such as parasites and HIV. The treatment depends on how sick the child is
and if they have complications.
Guided by appetite, children may eat RUTF at home, with minimal supervision, at any time of the day
or night. RUTF does not contain water, so children should also be offered safe drinking water at will.
A child under SAM treatment will need 10–15 kg of RUTF, over six to eight weeks.
HOME-BASED CARE AND SUPPORT
CHW should monitor or check:
1. Danger signs - refer all SAM children with any danger sign
2. Weight gain
3. Improved Feeding practices
4. Medicine and RUTF adherence
5. Clinic attendance
CHWs should counsel and/or promote:
1. Continued Breastfeeding
2. Hygiene – SAM children are vulnerable to infections so they need clean hygienic conditions, with
access to safe drinking water and sanitation.
3. Warmth – as SAM children get cold more quickly than other children. Skin-to-skin contact with a
caregiver can help keep a child warm, with both mother and child covered.
4. More loving affection, nurture, communication and play from their caregivers, as this will
support their recovery.
DON’T: MANAGE MALARIA OR DIARRHOEA IN A SAM CHILD AT HOME, THEY NEED TO BE
REFERRED
Don’t Walk From Malnourished Children – Bring Hope with Love
Danger signs Weight gain Feeding Medicines
Clinic Breastfeeding
Hygiene Warmth Loving care
SPECIAL SITUATIONS
Consideration of socio-economic context: Most SAM cases occur in families in conditions of poverty,
food insecurity, who may live in unhygienic conditions, increasing the risk of repeated infections. CHWs can
address these issues through “Priority” home visiting (3 monthly) rather than 6-monthly visits.
Considerations for high HIV prevalence areas: HIV-positive children are more vulnerable to acute
malnutrition. They can benefit from CMAM treatment, but may recover more slowly, suffer more
66
infections, and case fatality is higher. Strong links between OPC and HIV/AIDS services are essential: HIV
testing should be available for SAM patients and their caregivers. If HIV-positive, they need a course of cotrimoxazole to prevent Pneumonia and other infections, and antiretroviral therapy when indicated.
Children known to be HIV-positive need rapid access to therapeutic feeding to improve nutritional status.
67
THE ROAD TO RECOVERY – Community-based treatment of the malnourished child
68
Manual
STEP
Step 1. Identifying the Case
Can be during routine household
visit, follow-up visits, or growth
promotion service or timed and
targeted counselling visits, and
also visit of a sick child
Step 2: Refer
To the nearest facility or CHPS
- All SAM
- All MAM under six months
Step 3: Clinic assessment
Step 4: Stabilisation
CHO provides RUTF and
counsels the mother
Step 5: Community-based
treatment
Step 6: Follow-up- root
causes and food plan
Step 7: Maintain and monitor
Participant’s
Role of the CHW/CHO/Caregiver
The CHW:
- Checks the child growth curve – child not gaining
weight/losing weight
- Does MUAC screening (finds that it is less than 11.5)
- Assesses for signs of marasmus or bipedal pitting oedema
- Assesses for other danger signs (there is a danger sign)
The CHW:
- Writes a referral
- Counsels the family
- Explains what will happen at the facility
The CHO/facility staff:
- Assess the child, take blood, do lab tests
The CHO/facility staff:
- The clinic stabilises the child’s condition, gives therapeutic
feeds and manages complications.
The CHO/facility staff
- Give mother RUTF to use at home and a discharge notice
about when to return
The CHW - Discuss and discover (root cause
assessment)
- Recent or current illnesses
- Feeding & breastfeeding practices:
o Breastfeeding
o Meal frequency
o Dietary diversity
- Water sanitation and hygiene practice in the home
- Food insecurity and options
- Mother pregnant again
The CHW should monitor 5 things in the 7th step.
- Danger signs (refer if yes)
- Weight gain (refer if no weight gain)
- Feeding practices and feeding plan
- Adherence to medicines and RUTF
- OPC appointments (refer if missed appointment)
CHWs to promote:
- Breastfeeding
- Warmth
- Water, hygiene and sanitation (WaSH)
- Love, nurture, communication and play
69
CHWS SCREENING FOR SAM
The CHWs would review children’s growth charts during every routine or priority home visit or during
TTC visits:
•
•
If the child has not been gaining weight, or has been losing weight, the CHW would measure
MUAC and also assess for danger signs
If the child has not been weighed in the past 3 months, the CHW would do MUAC screening.
The CHW would also screen children using MUAC during growth monitoring sessions.
These are the routine opportunities that the CHW has to screen children for SAM.
In special situations, and in areas where SAM is common, or during lean periods of the year, the CHO could
organise special MUAC screening drives, along with the CHMC and the CHW.
Barriers to CMAM completion and recovery
Step
Barrier
1. Identification
Poor awareness of acute
malnutrition
2. Referral uptake
Poor awareness of CMAM
Poor understanding of need
Access – cost/distance
Lack of trust in providers
3. Clinic
assessment
Inappropriate referral
4. Communitybased
treatment
Incorrect use of RUTF
Family don’t give all medicines
Stigma
Access to OPC sites (transport)
5. Follow-up and
feeding plan
Influence of peers or family
members on feeding practice
Lack of access to nutritious food
Difficulties breastfeeding
Stigma
Poverty/food insecurity
Tradition/food taboos
Support for behaviour change
6. Maintain and
monitor
Solution
70
Test your knowledge
TRUE OR FALSE
ANSWER
A SAM case with bilateral pitting oedema must be referred
An uncomplicated SAM case can be treated at an OPC
centre.
A SAM child undergoing treatment should have monthly
visits to the OPC centre.
If a SAM case develops diarrhoea you should help the
mother give the child ORS and manage at home.
If a SAM child develops malaria you should give the first
dose of medicine (if you have) and refer urgently.
If the caregiver of a SAM case reports that the child is not
able to eat the RUTF you should refer them to the OPC.
CHWs should conduct home visits for SAM kids weekly.
The CHW conducts the first follow-up without the CHO.
The feeding plan will be developed by the CHW.
Bonus question 1: The CHW should ensure five things
during the home visit: what are they?
Bonus question 2: What four things should they promote
in the care of SAM children at home?
71
Key messages
•
•
•
•
Very thin and/or swollen children are said to have severe acute malnutrition (SAM). They need special
medical care and should be referred to a health facility for assessment and treatment.
Uncomplicated SAM cases can be referred to an outpatient programme provided they are well, over
6 months, and that the mother is able to use RUTF (Ready to Use Therapeutic Food) at home.
Guided by appetite, children may eat RUTF at home, with minimal supervision, at any time of the day or
night. RUTF does not contain water, so children should also be offered safe drinking water at will. A
child under SAM treatment will need 10–15 kg of RUTF, over six to eight weeks.
For complicated SAM cases, treatment needs to be done at a health facility with 24-hour care by a
health care provider who can manage complications, give any medicines the child needs, and treat
underlying infections such as parasites and HIV.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
72
Session 3.6: Home-based follow-up for the malnourished child
Learning
objectives
• Describe the steps of a follow-up visit for a SAM child
• Demonstrate the process of root-cause discovery in counselling
• Demonstrate the counselling of feeding practices and making a feeding plan
• Correctly describe how a caregiver should complete a food diary
HOME-BASED FOLLOW-UP FOR THE MALNOURISHED CHILD
Following stabilisation, the child with SAM will need special support in the home to ensure that:
•
•
•
•
•
•
the family adopts improved feeding practices for the child to sustain the growth
the child attends follow-up and growth monitoring and promotion as per recommendations
the child is gaining weight
the child does not have any danger signs
any contributing factors or “root causes” that may have caused the malnutrition are resolved
Step 6 in the road to recovery details the “root cause assessment”
ROOT CAUSE ASSESSMENT
Step 6: Follow-up- root
causes and feeding plan
Discuss and discover:
- Recent or current illnesses
- Feeding & breastfeeding practices:
o Breastfeeding
o Meal frequency
o Dietary diversity
- Water sanitation and hygiene practice in the home
- Food insecurity and options
- Mother is pregnant again
Ask:
•
•
“In the weeks and months leading to the malnutrition, has the child been unwell? What illnesses?”
“In the weeks and months leading to the malnutrition, what did you feed the child? How often? What
about breastfeeding?”
73
•
“What options have you had available, what difficulties do you experience in accessing nutritious
foods?”
Check:
•
•
•
Safe water/drinking water access and purification
Sanitation
Handwashing and hygiene
Root cause assessment
Case 1:
9 month old child is breastfed
infrequently as the mother is
working away from the home,
and child is cared for by
grandmother. Food given is
runny maize porridge, once or
twice a day for several months.
Case 2:
Lack of clean water and recurrent
diarrhoeal infections over recent
months. Home is overcrowded,
and the latrine is shared with
many other homes. No soap or
handwashing facilities and water is
from a stream/spring nearby.
Case 3:
No dietary diversity – the child eats
from the family plate typically maize
meal or rice with sauce. The family
rear chickens and grow foods for
market sale to buy rice.
Case 4:
Breastfeeding practice stopped
as the mother became
pregnant, but is a single mother
without support, living in
conditions of poverty, with very
limited resources to feed the
child.
Case 5:
A child has had chronic diarrhoea
over the last several months, and
has been losing weight. Mother
and father have recently tested
HIV-positive, but have not yet
tested the child.
Case 6:
Severe vomiting and diarrhoeal
illness led to sudden weight loss
recently, and feeding practice
during illness was very poor so the
child lost a lot of weight quickly
and has failed to regain.
CREATING A FEEDING PLAN: WITH MOTHER AND FATHER
WHEN TO CREATE THE FEEDING PLAN?
•
•
When the child first starts the CMAM treatment, they will eat mostly RUTF and breastfeeding.
After 4-6 weeks or as advised by the CHO, the CHW can support the family to develop the feeding plan.
74
•
It is not appropriate to initiate the feeding plan whilst the predominant feeding plan is RUTF and
breastmilk, this may confuse the family. The feeding plan will be developed when the child meets the
discharge criteria, i.e. 12.5cm.
WHAT IS INCLUDED IN A FEEDING PLAN?
•
•
•
•
•
Promote dietary diversity:
o Discuss options the mother has for each food group:
o Animal source body building foods: eggs, meat, fish, chicken, dairy
o Vegetable source body building food such as beans, groundnut, pulses.
o Protective foods: fruit and vegetables, include orange and yellow fruit and veg (vitamin A) and dark
leafy greens if possible (iron rich)
o Energy foods: oils, fats, nuts, palm oil (high energy)
o Energy foods (staples) – sorghum, millet, rice, yam, plantain)
On the food diary (below) circle the foods she can agree to try.
Discuss meal frequency for age. During recovery, aim for at least 4 meals plus healthy snacks.
Remind her about breastfeeding and RUTF whenever the child has appetite
Encourage them and praise their progress.
HOW LONG SHOULD THE FEEDING PLAN BE MONITORED?
• The time to recovery of a SAM case is an average of 8 weeks, until the child fully recovers the weight
and is growing well.
• The feeding plan, started once the child begins to resume eating normal foods, should be maintained
for 2-3 months, or until the family feeding practices are being regularly sustained and the child has a
normal weight for age.
PRIORITY HOUSEHOLDS
• All homes with current or previous SAM cases should be considered ‘priority homes’ under the
vulnerability assessment, if they are not already, especially where underlying food security or feeding
practices are identified. This means that they will go on the have routine home visits every 3 months,
in which all children are screened using MUAC.
75
Developing and monitoring a feeding plan
Fatima Amwafo
18/8/15
5
Questions
76
1. Which high-energy foods (fats, nuts and oils) did the Amwafo family have
available to them?
2. Which protective foods (fruit and vegetables) did they have access to?
3. Which body-building foods (protein-rich foods) did the family have access to?
4. On the 1st day how many meals did the child eat most/all of that contained
protective foods?
5. On the 2nd day how many meals did the child eat most or all of which
contained rice?
6. How many breastfeeds did the child have on day 1?
7. How many RUTF sachets has the child eaten so far this week in total?
CONDUCTING WEEKLY FOLLOW-UP
Meet and
Greet
•
•
•
Explain the purpose of your visit
Ask if other caregivers are able to join
Greet the mother and ask her how is, and how the child is doing.
Danger signs
•
Weight gain
•
•
•
•
•
•
Has the child suffered any illness since your last visit? If yes, assess according to
the manner you have been trained:
Has the child had danger signs?
Does the child have diarrhoea?
Does the child have fever or cough?
Look for visible severe wasting of the arms, legs and buttocks.
Look for palmar pallor. Is it: Severe palmar pallor? Some palmar pallor?
Look for oedema of both feet.
If the mother reports diarrhoea, fever or cough, check the child for danger
signs.
Check the growth curve
How far below the healthy zone was the child at the last reading?
For how long has the child been at a low weight for age?
What is the trend of the line?
Ask the mother if the child is gaining weight
Weigh the child/check the MUAC for wasting
Feeding
(improved)
•
•
•
•
Has the child been feeding well according to the guidelines given?
How do you feed the child?
What foods are you giving: preparation, balance of nutrients?
What meal frequency? Is the child eating – some/most/all?
•
•
•
•
•
•
•
77
Complete the
home-based
care register
Counsel the
caregiver on
care of the
malnourished
child
•
•
•
•
•
Check the food plan (if completed) and review progress against the agreed
Check breastfeeding
Medicines being given
OPC clinic – missed appointment?
Completed the register
•
•
•
•
Breastfeeding
Warmth
Hygiene
Love, play and communication with the SAM child
Key messages
•
•
•
•
•
•
Following stabilisation, the child with SAM will need special support in the home to ensure that the
family adopts improved feeding practices, the child attends follow-up and growth monitoring and
promotion, the child is gaining weight and does not have any danger signs.
The CHW should conduct a “root cause assessment” to identify in the home any contributing factors or
“root causes” that may have contributed to the malnutrition and ensure that they are addressed with
the key family stakeholders.
After 4-6 weeks or as advised by the CHO, the CHW can support the family to develop the feeding
plan, which they will monitor on a weekly basis. It is not appropriate to initiate the feeding plan whilst
the predominant feeding plan is RUTF and breastmilk, this may confuse the family.
The purpose of the feeding plan and diary is to promote and monitor dietary diversity, discussing options
the family have for each food group, meal frequency, breastfeeding and RUTF consumption.
The feeding plan, started once the child begins to resume eating normal foods, should be maintained for
2-3 months, or until the family feeding practices are being regularly sustained and the child has a normal
weight for age.
All homes with current or previous SAM cases should be considered ‘priority homes’ under the
vulnerability assessment, if they are not already, especially where underlying food security or feeding
practices are identified. This means that they will go on the have routine home visits every 3 months, in
which all children are screened using MUAC.
Notes:
_____________________________________________________________
78
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
UNIT 4: COMMUNITY-BASED CARE FOR HIV AND TB
Terminal
Performance
Objectives
At the end of this unit the participants will be able to:
• Understand how to provide follow-up support counselling for HIV clients under
ARV programmes on self-care, ARV adherence
• Provide home-based support and counselling for TB patients under treatment
• Describe the process of contact tracing and referral for TB
• Describe the process of referral for HIV+ clients
• Describe how to trace defaulters to TB and ARV programmes
• Provide psychosocial support for HIV and TB clients
• Counsel HIV and TB clients and their families on medicine adherence, self-care,
contact tracing.
79
Session 4.1: HIV: Transmission and Disease Progression
Session
Objectives
By the end of this unit participants will be able to:
•
•
•
•
•
Explain the concepts of HIV and AIDS
List and explain how HIV is transmitted and spread
Explain the progression of HIV infection to AIDS
List and explain the danger signs of HIV infection and AIDS
Discuss the role of the CHW in the prevention of HIV transmission
HIV AND AIDS
HIV stands for Human Immunodeficiency Virus. HIV attacks the body’s immune system and slowly
weakens the body’s defence against infections and illnesses like tuberculosis. A person with HIV is
positive for life and can infect others. It is preventable and treatable, but it is still incurable. If HIV is left
untreated, it can develop into a serious illness called Acquired Immune Deficiency Syndrome or AIDS.
HIV is transmitted through body fluids like, blood, semen, vaginal fluid and breast milk.
TRANSMISSION OF HIV
HIV/AIDS can be transmitted through:
HIV is not transmitted through:
•
•
•
•
•
•
•
•
•
Sexual intercourse (80% of all cases).
Transfusion with infected blood (<1%).
Mother-to-infant transmission during
pregnancy, labour and delivery and
breastfeeding. .
Infection with contaminated needles and
syringes.
Use of non-sterile piercing/tattoo
instruments.
•
•
•
•
•
Everyday contact.
Hugging and kissing.
Sharing food or drink.
Bites of mosquitoes, bed bugs, or other
insects.
Shaking hands.
Crying, sneezing, and coughing.
Sitting next to an HIV-positive person.
Sharing combs, sheets, towels, or clothes.
Sharing toilets or latrines.
Progression of HIV infection to AIDS
STORY IN ACTION: PAAKOR’S STORY
Paakor was an energetic and highly motivated young man in Adensu village. He completed his SHS and
decided to join a friend in the neighbouring country. He was away for several years. He returned one day
and was welcomed by the family and friends. He set up a small business centre, and things went well to start
with, but he began to have repeated ‘cold-sores’ on his mouth, and had frequent bouts of diarrhoea. He
thought this was because he wasn’t used to the food around here and so he did nothing about it. After some
time, he became more seriously ill. He had frequent bouts of diarrhoea, and a cough, and was losing weight
quickly. Then he began coughing up blood in his sputum, and he called a friend to take him to the hospital.
The hospital discovered that he had TB infection, and they recommended a test for HIV. It was confirmed
he was HIV-positive and has developed AIDS.
80
-
How will you explain the development of the conditions in Paakor?
-
Why did Paakor not know that he was HIV-positive?
-
How does the HIV infection progress to the AIDS stage?
-
What can be done to possibly prevent HIV infection progressing to AIDS?
HIV INFECTION AND DISEASE PROGRESSION
Loss of immunity
The body is equipped with an IMMUNE system – this is made up of processes and cells which respond to
attacks by germs. The HIV infects the cells in the immune system, and damages the immune system itself,
leaving the body less able to fight off common infections. When an HIV-infected person begins to experience
signs of recurrent infections, this can be a sign that they are developing AIDS.
Awareness of status
Some people, when they first contract the HIV, will not experience any symptoms, whilst others experience
signs of illness, including headaches, fever or rash. These symptoms are associated with many illnesses and
therefore it is impossible to know if you have HIV without doing a test.
Progression to AIDS
People can live with HIV virus in their bodies for many years and not experience any signs of AIDS or
frequent infections, as the body is able to fight against the virus and control the disease.
Over time, the body’s immune system will become overwhelmed by HIV and gradually the person will be
less and less able to control diseases and fight off infections, and they move into the AIDS stage (the end
stage of the HIV infection).
Early identification of HIV infection is important. This is achieved through counselling and testing. People
should be counselled on the need to know their status. When they are negative they should endeavour to
stay negative. When they are positive and eligible they get treatment with antiretroviral drugs (ARTs). They
should also endeavour to comply with the treatment.
HIV and TB co-infections
HIV and TB often go together and hence it is important to test for both illnesses. Community members
must be counselled and educated on the importance of testing for both HIV and TB. This allow for treatment
to be started early and prevent complications. The CHW plays important roles in counselling community
member on these conditions, encouraging them to be tested, providing emotional support to clients and
family and contribute to defaulter tracing.
81
SIGNS AND SYMPTOMS OF AIDS
When HIV infection progresses to AIDS, the following are seen:
Major signs
Minor signs
• Rapid weight loss greater than 10%
• Persistent cough (more than a month).
of body weight.
• Generalized skin rashes.
• Chronic diarrhoea (more than a
• History of herpes zoster (‘ananse’/ shingles).
month).
• Frequent severe sore throat attacks.
• Prolonged fever (more than a
• Continuous and progressive herpes simplex
month).
infection.
• Persistent generalized and painful swelling in the
neck, under the jaws and in the groins.
Test your knowledge
Question
Answer
Name two ways that a mother can pass HIV
infection to her baby.
Name two ways a person might become
infected in a healthcare setting
What proportion of HIV infections are
transmitted by unprotected sexual intercourse?
What other disease might someone being
tested for HIV also be tested for and why?
Name three major signs of AIDS that a person
living with HIV might experience
Name three minor signs of AIDS that a person
living with HIV might experience
Key Messages
•
•
•
HIV stands for Human Immunodeficiency Virus. It is a condition that is mostly spread through
unprotected sexual intercourse (contact) with an infected person. It could also be spread through other
means.
AIDS is the end stage of HIV infection. When the infection is not identified and managed well HIV
infection progress to AIDS. In this state the body defences are lost and common diseases set in and may
quickly lead to death.
HIV and TB often go together and hence it is important to test for both illnesses.
82
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
83
Session 4.2: Supporting positive living
Session
Objectives
•
•
•
•
Explain the need for confidentiality
Describe aspects of positive living for PLHIVs
Describe the role of CHWs in helping PLHIVs live positively
Describe home care for minor ailments and follow-up care for PLHIVs
Living positively with HIV
CASE STUDY
When the CHW MrTongo visited Baba Moro Atinga’s compound, he found that Baba’s 30-year old daughter,
Tene, was brought from her marital home sick. She complained of headaches, persistent weight loss, and
persistent cough. She and her family believed that the husband’s first wife was bewitching her. Mr Tongo
referred her to the CHO, who took her to the health centre where after several investigations, it was
revealed that she was HIV-positive. Tene let her household members know of the diagnosis and also Mr.
Tongo, the CHW. Nevertheless, Tene and her family still believed her rival was behind it all. As such, Tene
and the family, including the husband are not taking preventive measures to control the spread of the
infection. The family has not accepted the fact that Tene is HIV-positive, and hence are not providing her
the appropriate home care or medication.
1. How did the CHW learn the HIV status of Tene?
2. What can the CHW do to help Tene, her husband and her household accept the fact that she is HIVpositive?
3. How can the CHW get the husband and his other sexual partners get tested?
4. What preventive measures should Tene take to prevent spreading the virus to her husband?
5. What preventive measures should Tene take to prevent spreading the virus to other members of the
household?
HIV STATUS – CONFIDENTIALITY AND DISCLOSURE
84
During the course of their work in communities, CHWs would often counsel and refer individuals for HIV
testing, such as persons who confide in them about symptoms of an STI and pregnant women counselled to
go for ANC. However, it is important that CHWs do not ask to know the result of the HIV testing. It is up
to the person (or caregiver, in the case of a child) to disclose the HIV status to the CHW. The CHW would
never be asked to report on the results of HIV testing of individuals in his or her community. The CHW
might also get to know of a person’s HIV-positive status with the client’s consent from the health centre,
for the purpose of providing home-based care.
When the CHW comes to know of a person’s HIV status, it is important to keep this information
confidential, and not disclose it to anyone. Legal action can be taken against the CHW I the course of
his/her work when confidentiality is broken. The counsellor at the HIV centre would help the person decide
to whom the status must be disclosed.
LIVING WITH HIV: ACCEPTANCE
HIV infection is a chronic illness. With the advent of potent anti-retroviral (ARV) drugs, PLHIVs can
expect to live a normal lifespan, if they learn to understand and deal with their condition, taking care of
their overall health and wellbeing. As with any chronic illness, they need the help, support and care of the
immediate family and community.
An important first step is for the person and the family to accept the HIV status of the person concerned.
If the infected person or family members disclose the status to the CHW, the CHW must counsel the
family to accept the status and learn to live positively and to adopt measures to prevent further spread of
the infection. The CHW must use the counselling skills learnt in Module 1. If these fail, the CHW must
bring this to the attention of the HIV counsellors at the centre where the person is being treated.
LIVING WITH HIV: PREVENTIVE MEASURES
The overall purpose of preventive measures is to prevent new infections and re-infection (of the one who
is already positive, by another “strain” or type of the virus).
It is important for the spouse and other sexual partners, if any, of the HIV-positive person to get tested for
HIV.
If the couple are HIV-discordant (that is, one of them is HIV-positive and the other negative), it is important
for them to use condoms consistently and correctly. This will also protect the HIV-positive person from
acquiring STIs.
The HIV-positive person needs to take the following preventive measures with all household
members, including the spouse:
•
Not share blades, razors and other sharp objects; and not to share toothbrush.
•
HIV-positive girls who have their menses should burn the material used for menstrual hygiene. Those
who use rags should soak them in household bleach (chlorine/parazone) before washing them (buy
household bleach from recognised shops).
•
Bath floors or baths and toilets should be disinfected with concentrated household bleach after
bathing. Toilets and baths can be shared.
85
•
Household bleach should be used to disinfect articles soiled with body fluids e.g. blood, vomit, faeces.
Clothes and utensils that have come in contact with the person’s body fluids can be boiled or soaked in
disinfectant.
•
Open wounds and cuts should be dressed and covered with plaster.
There is no risk of infection from sharing cups, plates and other household items where there is no
contact with blood. Infected persons can eat together at the table with uninfected friends and family
members without risk of transmitting the virus to them. However, if this client has other infections such
as Tuberculosis (TB), precautions that will be taken for a TB patient should apply.
AIDS patients who suffer badly from fever, diarrhoea and pain may need to be cared for in a medical
institution for a period of time.
Those being treated in a facility are likely to be sent home at the earliest because families can better respond
to the social and psychological needs of their sick member
LIVING WITH HIV: EMOTIONAL AND MARITAL HEALTH
Emotional health of the infected person:
The PLHIV needs time and help to deal with these feelings. A PLHIV may know that he/she has the AIDS
disease once a diagnosis is made. This can cause fear, anxiety and anger. He/she needs somebody who is
prepared to listen and support him/her. He needs to be encouraged to continue to live and take part in
daily activities as much as possible. Relatives of PLHIV need to remember that they need physical and
psychological closeness, and support just as anyone else and even more. The CHW could arrange for the
person to obtain counselling help and reassurance from a pastor or counsellor if necessary.
Relationship with spouse/partner:
A discovery of infection with HIV or a diagnosis of AIDS can create severe stress in intimate relationships.
It can result in suspicion that a spouse has been unfaithful and has also put the other spouses at risk of
acquiring HIV infection. This could result in anger that could lead to immediate separation and future
divorce.
Some HIV-negative spouses may want to stay in the marriage to take care of the children and the infected
partner. But this does not mean any emotional distress has been resolved. Unresolved anger may lead to
outbursts of rage against the infected spouse or such outbursts may be misplaced on children and/or
other family members. Spouses who agree to stay together need to decide if sexual relations will
continue, agree on practising safer sex and whether to trust each other again. The counsellor at the clinic
will work with spouses to deal with their feelings and practical details of their lives together.
86
LIVING WITH HIV: HEALTHY EATING
Nutritional needs of PLHIVs are determined by physical need (pregnant and lactating women, children and
adolescents have higher requirements), level of physical exercise, the stage of HIV and the presence of other
infections. PLHIVs need to eat healthy meals in order to keep up the body’s ability to fight infections.
Generally, PLHIVs require 10-30% more energy than HIV-negative persons.
•
•
•
•
Poor nutrition speeds up the progression of HIV to AIDS. Nausea or vomiting caused by medication,
and oral thrush limit the ability of the PLHIV to consume wholesome meals.
PLHIVs need to eat from all food groups, and make sure to eat protective foods (fruits and vegetables)
with every meal.
Good hygiene such as handwashing should be practiced; raw and undercooked foods should be
avoided. Cooked food should be kept covered and water treated in the home. The household should
have a refuse disposal facility.
Any specific food advice given at the health facility should also be followed.
LIVING WITH HIV: SOCIAL AND COMMUNITY SUPPORT
Insufficient quantity and diversity of food in the home, reduced ability to work and earn a regular income,
discrimination against the PLHIV by household members, and gender inequalities in food distribution in the
household are other more fundamental factors that will affect the food intake and wellbeing of a PLHIV.
The PLHIV may be a single parent, with the responsibility of caring and providing for children, one or more
of whom could be HIV-positive. Stigma and discrimination associated with the illness limits their ability to
find work, or other means of sustenance.
It is important that such individuals and households be linked with local institutions and government schemes
related to livelihoods and food security.
It is important to remember that this support must not come at the cost of violating confidentiality.
PLHIVS’ RIGHTS AND RESPONSIBILITIES
PLHIVs have rights just as any person. They have the right to health care, privacy, confidentiality, information
and security, that should be respected by health care providers, family and the community members.
They also have a responsibility to their neighbours by behaving in ways that will not transmit the virus to
others. For example, using condoms during sexual intercourse and not sharing instruments that have come
in contact with their body fluids with others.
Case 1: Recent diagnosis in good health
A young woman of 20 split from her boyfriend after discovering he was unfaithful to her. She went for HIV
testing and found out that she was HIV-positive. She is highly distressed and turns to the CHW for advice
and support.
87
Case 2: Sero-discordant couple
A recently married couple go together to test for HIV. During the tests, they find out that the man is HIVpositive and the woman is not.
Case 3: Recent diagnosis of AIDS and initiation of treatment
A person has recently started on ART medicines and is recovering from a prolonged episode of ill health
including weight loss and diarrhoea. Support them to adopt health eating habits.
SYMPTOMATIC TREATMENT IN THE HOME
Diarrhoea It is a common symptom, especially among children. As with other diarrhoeas, it is important
to prevent dehydration. They can do this by taking oral rehydration solution, and available
home fluids, like porridge, and rice water.
Oral Thrush This is a common infection in PLHIVs. Gentian violet paint can be used after rinsing the mouth
with mineral water.
Herpes zoster (or shingles) It is useful to give paracetamol or aspirin to relieve pain. It is important not
to use herbs or other preparations.
Fever
This can be managed with fluids, tepid sponging and aspirin or paracetamol.
Non-specific itching and pain
Anti-histamines can relieve itching along with pain killers.
ROLE OF CHWS IN CARING FOR PLHIVS
CHWs can provide home care and counselling for HIV-positive people and their households.
WHAT SUPPORT CAN BE GIVEN?
•
•
•
•
•
•
Maintain confidentiality: The CHW must honour the trust that the PLHIV and the household placed on
him/her and not disclose HIV status to anyone not associated with the person’s care.
Communicate effectively and counsel: The PLHIV and his/her household need counselling support at
every stage of the illness, from the time they hear the diagnosis. Counselling would cover a range of
issues including accepting the diagnosis, dealing with emotional and marital issues, adopting a range of
new practices such as preventive measures and healthy eating, dealing with stigma.
Refer to the heath facility when required.
Provide home-based care and post-referral follow-up.
Work with the community to address stigma and discrimination (against those living openly with HIV).
We will learn more about it in the next session.
Link PLHIVs and their supporters with earning opportunities and s government and NGO support.
88
WHEN TO OFFER SUPPORT
There are several opportunities within the CHW’s services wherein this support can be provided:
•
During routine and priority household visits – assess preventive measures, healthy eating, emotional
health, marital issues etc.
Home-based care for minor illnesses as well as for follow-up after treatment at a health facility
Referral for major illnesses/danger signs
Work with the CHMC to address stigma and discrimination
•
•
•
HOME-BASED CARE FOR PLHIVS
The CHW must visit PLHIVs in their homes at least once a month (in addition to the routine household
visits). During these visits, the CHW would:
•
Assess adherence to ARVs and other medication given at the health facility and help the PLHIV manage
minor side-effects of the medication
Assess the diet of the PLHIV and counsel accordingly
Assess the preventive measures that the PLHIV is taking with regard to sexual relations as well as
general preventive measures around the house
Enquire about the emotional well-being and address any relationship issues
Assess the food and income situation of the home and help link the family with local resources
•
•
•
•
Key messages
•
•
•
•
•
The CHW must maintain confidentiality regarding any person’s HIV status and not disclose to
anyone not involved in the care of such people
Living positively includes – accepting the diagnosis, taking preventive measures in the household,
taking preventive measures in sexual relationships to avoid infecting others and being re-infected and
healthy eating
PLHIVs have rights and responsibilities like any other citizen
PLHIVs require social and community support to ensure food and income security
CHWs can provide home-based care, provide counselling for positive living and refer when needed
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
89
Session 4.3: Addressing stigma and discrimination
Session
Objectives
•
•
•
•
Explain the concepts stigma and discrimination
Describe the causes and effects of stigma and discrimination against PLHIVs
Explain how to minimise the effects of stigma in HIV infection and AIDS
Discuss the role of the CHW in minimising stigma,
STIGMA AND DISCRIMINATION
Stigma is a discrediting attitude that a person or community have against a person or a group of persons
with a physical characteristic or an illness, reducing their status and standing in society.
To stigmatize is to think badly about people or treat them badly because of a condition they have. Stigma
has many forms: thoughts, comments, gossip, name calling, actions, and exclusion. It causes people to feel
rejected, isolated, alone, guilty, or ashamed. Stigma can be obvious or subtle.
Stigma can delay diagnosis, keep infected people from taking preventive measures and not seek timely care.
Stigma also keeps the infected person from seeking economic or livelihoods support.
Self-stigma is a discrediting attitude a person has towards themselves because of illness or a physical
feature.
WHAT IS DISCRIMINATION?
Discrimination is stigma in action. Stigma often leads to discrimination, which happens when distinction is
made against a person that results in him or her being treated unfairly or unjustly on the basis of his or her
health condition or a perception that he or she belongs to a particular group. Stigma related to TB, HIV,
and AIDS is intimately linked to discrimination.
Stigma and discrimination associated with TB and HIV are among the greatest barriers to preventing further
infections and providing adequate care, support, and treatment.
WHY STIGMA?
Why are people with AIDS or HIV infection discriminated against or stigmatised in our communities?
a) This is mainly due to commonly held attitudes on sexuality. Since HIV is mainly sexually transmitted and
those with multiple sexual partners are at a higher risk, anybody who becomes infected is seen as
immoral and promiscuous. This leads to negative attitudes.
b) The misconception that one can become infected through casual contact with a PLHIV can result in the
community rejecting and isolating the sick person.
c) c. Many households in Ghana are communal, and share bathrooms, kitchen and compounds. The fear of
contamination can, therefore, lead to the PLHIV being ejected from a house. Counselling of individual
households and general education in the community will help in changing such negative attitudes that
result mainly from ignorance.
HOW CAN CHWS ADDRESS STIGMA AND DISCRIMINATION?
Improve awareness in the community about the modes of transmission of HIV. Correct
misinformation and myths that sustain stigma. The CHW needs to work with the CHO and CHMC
90
members to organise community-wide events to promote dialogue on HIV and its spread. The CHO can
address concerns and questions that community members raise. It is critical that the CHW not disclose
any PLHIV’s status during the dialogue.
Show solidarity with and actively engage with those openly living with HIV. CHWs and the
CHMC must demonstrate through their actions that it is possible to live and interact with PLHIVs in a
normal manner. Such actions are affirmative for the PLHIV and eye-opening for the rest of the community.
Key messages
•
Stigma is a discrediting attitude towards a person or a group based on a physical feature or an illness.
Discrimination is stigma in action.
•
Stigma can delay diagnosis, keep infected people from taking preventive measures and not seek timely
care. Stigma also keeps the infected person from seeking economic or livelihoods support.
•
Commonly held attitudes about sexuality and misconceptions regarding the mode of spread of HIV are
the main reasons behind stigma
CHWs must work with the CHMC and the CHO to facilitate community dialogue to improve
awareness about transmission of HIV, engage those openly living with HIV in ways that affirm their
usefulness to society and also demonstrate that such interactions are not harmful.
•
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
91
Session 4.4: HIV Infection in Children and Young People
Session Objectives
By the end of this session, participants will be able to:
•
•
•
•
Explain the concept of PMTCT
Discuss the care of children with HIV
Discuss the special needs of families with HIV
Discuss the special needs of caregivers of HIV-positive children
PMTCT IN THE COMMUNITY
The HIV-positive mother can transmit the HIV to her baby during pregnancy, during labour and delivery and
through breastfeeding. With the coming of new and potent ARVs, it is now possible to even eliminate
mother-to-child transmission of HIV. PMTCT is prevention of mother-to-child transmission of HIV
Although key PMTCT interventions happen in health facilities, several interventions in the community
contribute to PMTCT and ensure that communities utilise these services appropriately:
•
•
•
•
Help prevent HIV among girls and women in the first place. This is also called primary prevention of
HIV. This includes the full range of preventive actions that we learnt in Module 1, Unit 6: delaying
sexual debut, abstinence, limiting sex partners, consistent and correct use of condoms, and prompt
treatment of STIs in the women and their partners.
Help prevent unplanned pregnancies, by helping families discuss and determine what family planning
methods suit them and helping them access the service
Help HIV-positive pregnant women prevent transmitting the infection to the baby, by promoting HIV
testing for all pregnant women and their partners, condom use during pregnancy and exclusive
breastfeeding, promote delivering in a health facility and counsel and promote exclusive breastfeeding
Provide support and care for mothers living with HIV through home-based care, ensuring adherence
to ARV treatment, follow-up care at the facility for the mother and the baby and follow-up care at
home and promoting household hygiene and sanitation and healthy eating.
SPECIAL NEEDS OF CHILDREN WITH HIV
•
•
•
•
•
•
All the matters discussed in earlier chapters about caring for PLHIVs apply to children also. In addition
to those, children require additional care.
Children with HIV require high-energy, high-protein meals, so that they grow as well as HIV-negative
children, to the extent possible.
They also need special care and follow-up for adhering to medication.
Caregivers, health workers and CHWs must help them understand HIV infection in an age-appropriate
way and help them deal with anger, guilt and bitterness, especially towards parents.
As they grow into adolescence, they will need additional help and support to deal with their sexuality,
peer pressure and relationships.
It is also important that a child’s HIV status is kept confidential.
FAMILIES WITH HIV
Families provide the ‘first-line’ response for protecting, caring for and supporting children infected with or
affected by HIV. Families and relatives absorb almost all the costs involved in caring for these children.
Families are the best source of the loving care, protection and support that children need. Mothers, fathers
92
or other primary caregivers infected with HIV need support to live longer. Prolonging their lives and keeping
them healthy helps to keep a family together.
Parents living with HIV should make sure that each of their children has a birth certificate. Parents should
make a will to establish 1) who will be the guardians of their children and 2) if they have money land or
livestock how these assets will be distributed. If the children are old enough to understand, they should be
involved in these deliberations with their parents.
As part of the social welfare services, health-care providers should make sure that HIV-positive children and
adults from the same family can obtain treatment and support in the same health facility. This helps conserve
the family’s time, energy and resources.
Social welfare services, with support from community and non-governmental and faith-based organizations,
should help parents and other caregivers develop the skills needed to care for children infected with or
affected by HIV.
CAREGIVERS OF HIV-POSITIVE CHILDREN
The majority of children who have lost one or both parents are living in families that are often stretched
economically and in need of support. Caregivers tend to be female, including some who are children
themselves and many who are elderly, such as grandmothers.
Partnerships involving the government and community or non-governmental or faith-based organizations
can provide support to improve the economic situation of families affected by HIV. Support might include
access to microcredit, low-interest bank loans and social grants.
CHWs can help these caregivers understand guidelines and instructions on how to access income support,
such as social grants, and social welfare services. CHWs can help fill out the necessary forms. Information
provided by families when applying for social grants and services should be kept confidential.
HIV-NEGATIVE CAREGIVERS CARING FOR AN HIV-POSITIVE CHILD
If the child is HIV-positive, the caregivers need help to:
•
•
•
•
•
Learn about the HIV infection
Know how to care for and support the child, including ensuring adherence to an ART regimen
Reduce their fear of contracting HIV from the child
Know how to protect themselves when caring for the child
Understand and respond to the emotional needs of the child.
A child who has lost a parent, other caregiver or sibling because of AIDS needs psychosocial support from
his or her family and possibly counselling to work through the trauma and grief. A parent or other caregiver
may need support to understand the stages of a child’s grief relative to his or her age, as well as appropriate
psychosocial responses.
Key messages
•
•
Community-based PMTCT includes activities that help girls and women prevent acquiring HIV, have
access to diagnostic and curative services, and help prevent transmitting the infection to their babies.
Children with HIV need special attention to healthy eating and help in dealing with emotional stress.
When they enter adolescence they need support to deal with their sexuality and relationships
93
•
•
Social welfare services, with support from community and non-governmental and faith-based
organizations, should help parents and other caregivers develop the skills needed to care for children
infected with or affected by HIV
CHWs can help these caregivers understand guidelines and instructions on how to access income
support, such as social grants, and social welfare services.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
94
Session 4.5: Follow-up care for TB treatment
Session Objectives
•
•
•
•
•
•
•
Explain the basics about Tuberculosis (TB) and its management
Explain relationship between TB and HIV
Explain the side-effects of TB drugs and the importance of treatment
adherence
Explain specific issues related to TB in children
Describe treatment default and defaulter tracing
Discuss the follow-up care for TB treatment
Discuss the role of the CHW in the follow-up care for TB treatment
TUBERCULOSIS - BASICS
Tuberculosis (TB) is a chronic infectious disease caused by bacteria known as Mycobacterium tuberculosis.
Tuberculosis disease mostly affects the lungs, though other parts of the body such as bones, kidneys and
lymph glands can be infected.
Being infected with TB does not necessarily mean having TB disease. Almost everyone living in developing
countries harbour the organism but do not have the disease. Progression to TB disease happens in the
presence of malnutrition, other chronic illness (especially HIV and diabetes), in the very young and very
old, alcoholism and smoking, poor living conditions such as overcrowding and poorly ventilated homes.
Low socio-economic status is closely associated with TB illness.
The most common form of TB occurs in the lungs. It is called pulmonary TB and this is the only form of
TB that is infectious. It spreads through droplets created with the infected person coughs or sneezes.
Anyone with a cough for 2 weeks should go to a health facility to get a sputum test.
Other forms of TB such as in the glands, kidneys and bone are called extra-pulmonary TB and they
require tests depending on the site of infection.
TB and HIV: TB is the most common infection in HIV-positive persons. HIV-positive people are about 30
times more likely to develop TB disease than others. This is called TB-HIV coinfection. All HIV-positive
persons are tested for TB and vice versa, in HIV and TB treatment facilities. It is very important for HIVpositive persons with TB to complete the course of treatment as TB infection can worsen quickly in the
HIV-positive person.
Childhood TB: TB infection often progresses to TB disease in young children. Children often get the
infection from a family member or other close contacts that have pulmonary TB. All children who are in
contact with a TB patient must be screened for TB. BCG vaccination in newborns protects children from
severe forms of the disease. TB often presents in children as failure to gain weight, or loss of weight. Fever
and persistent cough are less common. Regular and accurate weighing of children is the most important
means to diagnosing TB in children. Children can also have extra-pulmonary TB.
Myths and misconceptions about TB: There are several misconceptions regarding how TB spreads
which need to be addressed through community work. TB is not hereditary (does not run in the family),
95
and does not spread through sexual contact, or from a mother to her baby. TB is not brought about by
witchcraft or breaking taboos.
MANAGEMENT OF TB
Testing sputum for the TB organism is the definitive way to diagnose lung TB. The other, less common
forms of TB have specific tests. Children with suspected TB who have cough and can produce sputum,
should take a sputum test. For extra pulmonary TB, the diagnosis will be based on tests that depend upon
the site of infection.
There are effective drugs to cure TB, and these are given in combinations for the prescribed length of
time. TB treatment usually lasts 6 months and occurs in two phases: two months of an intensive phase
followed by four months of a continuation phase. Drug dosages are calculated based on the patient’s
weight and varies from one patient to another. In cases of retreatment (for relapse and those returning
after default) treatment includes injections and lasts a total of 8 months.
SIDE-EFFECTS OF TB DRUGS AND ADHERENCE TO TREATMENT
TB treatment often causes minor side-effects such as nausea, vomiting, skin rash, and body aches. One of
the anti-TB drugs turns the urine red, which is normal. Minor side-effects can be managed at home and the
patient needs to be reassured, and encouraged not to give up the treatment.
Patients often give up the treatment course when they begin to feel better, after about 2 months of
treatment. It is very important that they complete the course to be fully cured of the infection.
Occasionally TB drugs cause major side-effects such as jaundice, vision problems and severe and
generalised skin eruptions. These can be life threatening and the patient should be referred immediately to
the TB treatment centre.
HIV-positive persons with TB are at risk of discontinuing medication because of the large number of pills
they have to take, and of possible interactions between the different drugs. Therefore these patients need
to be closely followed up to ensure that they complete the TB treatment course.
SCREENING CHILD CONTACTS
It is critical that all children who are in close contact with a person with pulmonary TB be screened for
possible TB infection.
DIRECTLY OBSERVED TREATMENT
It is very important that TB patients complete the treatment course. Completion of the TB treatment
course will ensure that the patient is cured and is no longer transmitting the infection. It also ensures that
the infection will not progress to TB disease again (relapse). Completing the course of treatment also
prevents the development of resistance to TB drugs.
The government uses the Directly Observed Treatment (DOT) strategy to ensure that TB patients
complete the course of treatment. In this strategy, the patient takes TB drugs in the presence of a
treatment supporter. A family member, the CHW, or other community members such as the local school
teacher, or the patient’s employer could function as DOT providers.
The treatment supporter is not merely observe the intake of medication, but gives encouragement and
moral support for the patient to complete the treatment course.
96
TREATMENT DEFAULT
A TB treatment defaulter is any patient who misses scheduled appointments twice during the intensive
treatment phase (the first 2 months) or misses the second month’s scheduled appointment during
continuation. Some of the reasons why TB patients default are:
•
•
•
•
•
•
•
Long distance to the treatment centre.
Long duration of treatment. These two reasons often lead to the patient missing out on work, and
hence the wages. This can be especially disadvantageous for daily-wage labourers.
Large number of tablets required for treatment (pill burden).
Minor side-effects of TB drugs which can cause discomfort, discouragement as well as wage loss.
Not knowing and understanding the need to complete the treatment course
Lack of support from community, family, and friends.
Negative attitude of clinic staff towards patients.
Defaulter tracing of TB patient is the process of identifying and locating patients who have stopped
collecting or taking TB medication. Defaulter tracing helps return the patient to treatment, and contributes
to the completion of treatment course. It thus helps reduce the spread of TB and the risk of dying from
TB. By helping patients complete the treatment course, it helps reduce the risk of development of
resistance to TB drugs.
Community health workers, volunteers and CHMC members can all participate in defaulter tracing.
Defaulter tracing process: The CHW can help in this process either during routine checks during
home-based care visits or routine household visits. Staff at the TB treatment centre may contact the
CHW to help them trace the defaulting patient, based on the details of the patient available at the facility.
A key role of the CHW is to work with the patient and the family to identify the root cause for the default,
and identifying workable solutions to the issues.
Barriers to diagnosis and treatment
Case study
Root causes or
barriers
Potential solutions
Group 1:
32-year old daily-wage labourer has had
cough for a month now but has not gone for
TB testing even after the CHW had
counselled him to do so.
Group 2:
A 40-year old woman has been on TB
treatment for 10 days now. When the CHW
visits her home, the woman says she has not
taken her drugs for over a week.
(Note: the obvious reason is a minor side effect,
but go beyond that to understand why the side
effect led her to stop taking the drugs)
Group 3:
A 65-year old male farm worker has been on
TB medicines for 2 months now. He has
97
gained weight and his appetite has returned.
He has now decided to stop taking the
medication. He is living alone, and financial
circumstances make it difficult for him to
travel.
Group 4:
A 25-year old mother of two children (aged
7 and 3 years respectively) has been
diagnosed with TB and is taking medicines
regularly. The CHW finds out that her 2
children have not been screened for TB.
HOW CAN CHWS SUPPORT TB MANAGEMENT
•
•
•
•
•
•
CHW’s role in managing TB in the community is to support patients’ treatment through follow-up
visits, encouraging and helping patients and their families overcome any barriers to completing the
treatment. CHWs also need to remind patients about follow-up sputum examinations at the 2nd, 5th
and 8th month of treatment. These are part of the home-based care service of the CHW.
Occasionally the CHW can also function as the DOT treatment supporter to one or more patients.
This will depend on the CHW’s work load at the time.
The CHW would refer the patient if there are any serious side-effects of medications, or if there are
other danger signs during the course of treatment.
As the CHW is familiar with households, he or she is in the best position to identify any children in
close contact with a TB patient, and refer them for further screening for TB.
The CHW has important role to play in tracing defaulters, identifying root causes for the default,
referring them back to the TB treatment centre to continue with the treatment as prescribed.
The indirect role of the CHW in TB care and control is to ensure that all children under five years are
regularly weighed and those who are not gaining weight or who are losing weight are evaluated at the
health centre, as TB may be an underlying factor.
Key messages
•
•
•
•
The most common form of TB occurs in the lungs. It is called pulmonary TB and this is the only form
of TB that is infectious. It spreads through droplets made when an infected person coughs or sneezes.
Anyone with a cough for 2 weeks or more should have a sputum test for TB at a facility.
TB is the most common infection in HIV-positive persons. HIV-positive people are about 30 times more
likely to develop TB disease than others. This is called TB-HIV coinfection. All HIV-positive persons are
tested for TB and vice versa, in HIV and TB treatment facilities.
There are effective drugs to cure TB. They are given in combinations and need to be taken for the
prescribed length of time. TB treatment usually lasts 6 months. It is very important that TB patients
complete the treatment course. Completion of the TB treatment course will ensure that the patient is
cured and is no longer transmitting the infection. It also ensures that the infection will not progress to
TB disease again (relapse). Completing the course of treatment also prevents the development of
resistance to TB drugs.
Minor side-effects can be managed at home and the patient needs to be reassured, and encouraged not
to give up the treatment. Major side-effects must be treated in a health centre.
98
•
•
Regular weighing of children and screening all child contacts of TB patients are important ways to detect
TB in children.
CHWs can support TB care by providing follow-up, identifying barriers to testing or adherence to
treatment and negotiate solutions, function as a treatment supporter and retrieve defaulters.
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
99
Session 4.6: Long-term community support for chronic illness
Session Objectives
•
•
•
List conditions for which the CHW would provide follow-up care
Describe the counter referral form and the home-based care register
Correctly fill the home-based care register
FOLLOW-UP CARE BY THE CHW
CHWs can provide follow-up care in the community for a range of conditions, which we have learnt about
in Module 2. These include short-term (acute) and long-term (chronic) conditions.
Short-term conditions may include:
•
•
•
•
Children returning from facility treatment for a serious illness such as pneumonia or malaria or severe
diarrhoea
Children with uncomplicated SAM completing their OPC treatment
Children with complicated SAM returning after completing in-patient treatment
Pregnant or post-partum women who have to be on medication for a longer period such as those with
high blood pressure.
Medium to long-term conditions may include:
•
•
•
•
Persons on TB medication
HIV-positive persons
Persons on treatment for chronic conditions such as diabetes and high blood pressure.
Pregnant mothers taking treatment for pregnancy related conditions such as hypertension or diabetes
in pregnancy.
Home-based follow-up care is critical for full and complete recovery from any form of illness. CHWs are
best placed to provide that care because:
•
•
•
•
•
They are familiar with the person’s medical condition (through household visits)
They are the ones who refer the person to the facility for care
They are aware of the family’s social condition and any constraints to continued care
They live in the same community and are able to tailor the care they require and also watch out for
situations that can compromise the recovery of the person
They can link the family with locally available resources to ensure that the patient recovers well.
The counter-referral form sent from the facility helps the CHW understand the nature of continued care
the person needs and what kinds of medication he or she is on.
The home-based care register helps the CHW keep track of those being given follow-up care.
THE COUNTER-REFERRAL FORM
•
•
This is filled by the facility staff at the time of discharge of the patient or after the patient is seen as an
out-patient. The form gives details of medication including dosage and duration, dietary restrictions, if
any, and other precautions to take. It also gives the date for the next visit to the facility and what sideeffects to watch out for.
The counter-referral form is the reference point for the CHW to provide home-based care.
100
•
•
The CHO at the CHPS compound may provide a counter-referral for any individual that they feel
needs follow-up care in the community, which may include but is not limited to HIV, hypertension,
diabetes, TB, malnutrition.
The counter-referral form must be issued with the consent of the individual client, confirming that
they are happy for the CHW to provide follow up support. The counter-referral form can be
delivered by hand by the individual to the CHW, but also the CHW may collect the counter referral
form during a follow-up visit when they have made a referral.
101
The counter-referral form
This side is completed
by the CHO and given
to the patient to
return to the CHW –
if, and only if, follow-up
by the CHW is
required. The form is
torn in two, and one
side retained by the
CHO for monitoring
purposes.
This side is completed
by the CHW when
referring a case to the
CHPS compound or
other.
102
Manual
Participant’s
Name of community
location type for referral
and
Name, type and ID/medical
record of the patient
Write what danger signs they
have experienced, and since
when. If not literate, they can
tick the image next to the
reason for referral.
At the time they left the
location was the patient:
Normal – able to walk,
comfortable
Moderate – able to walk with
difficulty
Severe – conscious, unable to
walk
Critical – unconscious or very
weak.
Ask the family for all treatments the
woman or child might have taken
before leaving the village. If they can,
they should take the medicines with
them to the facility, or write them
here.
In the event of further complication
whom should the health facility
contact? Write a mobile number if
possible.
103
Manual
Follow up schedule can be indicated by the
CHO, most cases can have a prescribed
follow-up, e.g. once per week for CMAM, 2
times/month for HIV/TB new cases.
Others may be prescribed as per needs e.g.
acute cases 2 times a week for 2 weeks.
Participant’s
Specific instructions can be provided here for
what to check and should include:
-
Medicine schedule
Home based care and self-care needs
Danger signs or side effects which might
be encountered. CHO may continue on
the back if extensive instructions needs
104
THE HOME-BASED CARE REGISTER
This is a simple register that the CHW uses to maintain records of the persons she/he provides follow-up
care.
This register has one page for each person receiving home-based care. At the top of the page, the CHW
enters the person’s details from the Household register and from the counter-referral form. The CHW
also notes his or her visiting schedule to the home (weekly, fortnightly etc.), based on details from the
counter referral form
The first column in the register is to record the date of visit of the CHW to the person’s home. For each
visit, the CHW notes the following in subsequent columns in the register:
• Checks if the person has been attending the clinic as advised in the counter-referral form
• Writes brief notes on what kind of care was provided in the home (counselling, pill check, checking for
danger signs etc.)
• Checks if a referral was required during that home visit
• Checks if the patient has been taking all medication as prescribed and records that
• Notes down any specific observations (health is improving or remains the same) and any actions to be
taken by the family before the next home visit, and
• Notes the date for the next home-visit in discussion with the family
Home Based Care (HIV, TB, SAM)
Adhering to treatment
plan (✔/X)
Observations and follow
up actions
Date for Next Visit
Condition:
Visiting Schedule
Referral required (✔/X)
Contact Info (mobile #):
Address:
Details of care provided
Priority Household (✔/X):
Clinic attendance on time
(✔/X)
Age:
Sex:
Date of Visit
Name:
Individual Code:
A
B
C
D
E
F
G
Date of Completion:
Condition at last visit:
105
CHW Monthly Report
Month/Year:
CHW Name:
CHO Name:
Data for this report will come from:
Household register tally sheet (done by CHW)
Community:
CHPS Zone:
Surveillance register
Home based care register
TTC registers - pregnancy, newborn and infant
Data Item
Number
Households
Total individuals in CHW area
Total men
Total women
Total children under five
Total women aged 15-49 years
Total elderly (>60 years)
Total over 18 years
Total literate
Total 6-16y in school
Total disabled
Total Households
Households with access to safe water
Households treating water before use
Households with handwashing facility
Households with functional latrine
Households with refuse disposal facility
Households having sufficient LLINs
Surveillance
Total Deaths
Total births
Boys
Girls
Live births
Stillbirths
Delivered at facility
Total cases of notifiable illness reported:
Acute flaccid paralysis
Neonatal tetanus
Measles
Acute watery diarrhoea
Cholera
Viral Haemorrhagic Fevers
Yellow Fever
Leishmaniasis
Guineawork
Trachoma
Data Item
Timed and Targeted Counseling
# women in TTC register who delivered this month
# women who had male partner presence during TTC
# women who slept under bed net
# women who completed 4 ANC
# women who did HIV test and received result
# newborns in TTC this month
# newborns receiving CHX gel application
# newborns who received BCG and OPV-0
# infants in TTC completing 1 year this month
# infants sleeping under bed net
# infants who received Penta and OPV 3
# infants who received measles vaccine
# infants who have had birth registration
# infants whose mothers or their partners use FP
CHW Activities of this month
# household assessments (routine/priority)
# family health checks
# TTC visits
# given home-based care (total)
# children with SAM given home-based care
Referrals
# Pregnant women
# Postpartum mothers
# newborns
# Children with low MUAC (MAM and SAM)
# Children with fever
# Children with cough and fast/difficult breathing
# Children with severe diarrhoea
Number
Key messages
•
•
•
•
CHWs can provide follow-up care in the community for a range of conditions, including short-term and
long-term illnesses
Home-based follow-up care is critical for full and complete recovery from any form of illness. CHWs are
best placed to provide that care.
The counter-referral form provides the reference point for the CHW to provide home-based care.
The home-based care register is a simple register that the CHW uses to maintain records of the
persons she/he provides follow-up care and has one page for each person being provided follow-up care.
106
Notes:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
107

Ghana National Community Health Worker Training Manual Module 2

Transcription

Similar documents

Facilitating Adherence through Community-based

Oral Health - Massachusetts Association of Community Health

TTC 2nd ed. Household handbook

Webinar slides

PDF | 14.6mb

Canadian Hadassah-WIZO Toronto Centre

l`actuel sur rue

Archived Field Experiences Aarti Agarwal, HIV

English - Women In Europe

Strengthening Community Health Systems through